Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 15

Journal of K-12 Educational Research 13 amount of professional learning, and grade range were significant predictors of regression for the reliability index, feedback index, and purpose index. Table 1 provides a regression summary of the predictor variables. Qualitative analysis of participant responses supported the generally positive perception of T-TESS found in the quantitative data. Of the total respondents, 41% of teachers reported using T-TESS data to improve instructional practices, 10% to set and monitor goals, and 13% to earn a higher rating in successive evaluations. Those who reported using T-TESS data to improve instruction noted that the T-TESS rubrics, collaboration and feedback, and self-reflection were most helpful. Twenty percent of teachers reported no use for T-TESS data or no application of T-TESS to their specialized teaching situation, and 4% expressed concerns over fidelity of implementation and reported that participation in T-TESS was based on compliance and not beneficial to instructional design. Using the independent variables as a lens for qualitative analysis provided insight into the quantitative findings. Mid-career teachers were the most likely to use T-TESS data for instructional purpose. Special Education and elective teachers were the least likely to use T-TESS data as they perceived the data held little to no application in their specialized fields. Teachers who had experienced more observations were more focused on using T-TESS data for instruction while teachers with six or fewer observations were more likely to focus on using T-TESS to improve evaluation ratings. Professional learning had a positive influence on teachers using T-TESS to set goals and improve instruction. Elementary teachers were significantly more likely to report using T-TESS to improve instruction than secondary teachers. Secondary teachers reported a much more negative perception of T-TESS data use than elementary teachers. Forty-eight percent of all teachers reported a negative perception of including student growth measures on T-TESS, while 9% felt there was insufficient information to express an opinion on its inclusion. Sixteen percent expressed the perception that including student growth on T-TESS was logical as student performance should be the out-growth of effective teaching. A little over one- fifth of teachers expressed reservations about the inclusion of student growth but leaned toward a positive perception. Those teachers with a negative perception or positive with reservations of student growth measures held similar concerns over fidelity of implementation, the challenges associated with measuring student growth, and fairness due to diverse classroom populations and outside variables over which teachers had little control. Late-career teachers, teachers not teaching tested subjects, and specialized teachers were most likely to express a negative perception on the inclusion of student growth measures on T-TESS. The number of observations and amount of professional learning had limited influence on the perception of including student growth. Secondary teachers were significantly more likely to report a negative perception of including student growth on T-TESS than elementary teachers. Implications for Research and Practice The findings from the current study extend the body of research in the field of teacher evaluation. The findings support the premise that teachers’ perceptions and beliefs influence their willingness to engage in teacher evaluations with the intent to change instructional practice. Additionally, research findings support the body of research on specific teacher groups for whom Table 1 provides a regression summary table of the predictor variables. Table 1 Summary of Multiple Regression Coefficients Note: * p ≤ .05; ** p ≤ .01; *** p ≤ .001 Qualitative analysis o parti ipant respons s supported the generally positive per eption of T-TESS found in the quantitative data. Of the total respondents, 41% of teachers reported using T-TESS data to improve instructional practices, 10% to set and monitor goals, and 13% to earn a higher rating in successive evaluations. Those who reported using T-TESS data to improve instr ction noted that the T-TESS rubrics, collaboration and feedback, and self- reflection were most helpful. Twenty percent of teachers reported no use for T-TESS data or no application of T-TESS to their specialized teaching situation, and 4% expressed concerns over Perception Index Predictor Validity Reliability Feedback Purpose Experience -0.037* -0.006 -0.009 -0.006 Tested -0.072 -0.082 -0.099 -0.077 Observations 0.008 0.007 0.004 0.010 Professional Learning -0.013 0.010 0.057 0.052 Grade Range -0.086** -0.173*** -0.175*** -0.135*** R 2 .031 .060*** .071*** .066*** Table 1. Summary of Multiple Regression Coefficients Note: * p ≤ .05; ** p ≤ .01; *** p ≤ .001