Files
Abstract
The purpose of this descriptive analysis study was to investigate high school music teachers’ levels of satisfaction with the teacher evaluation practices used by administrators and music supervisors in the Commonwealth of Virginia. Virginia high school music teachers (n = 76) were surveyed to collect data used to determine their levels of satisfaction with their evaluation and what, if any, factors are related to their levels of satisfaction. The satisfaction level was measured using a researcher-constructed Teacher Evaluation Satisfaction Survey (TESS). Participants responded to prompts on satisfaction with the process, personnel, and product of evaluation. Slightly over half the participants reported satisfaction with the process (M = 3.5), personnel (M = 3.4), and product (M = 3.1) of their evaluation. Linear regression analysis showed a significant difference in levels of satisfaction with the process of their evaluation (F(2,52) = 60.82, p < .001, R2 = .70) by participants who believed that their evaluation highlighted teacher practices and that their evaluation criteria were appropriate. Similarly, participants who indicated a level of trust with their evaluator who had experience with non-tested grades and subjects showed a significant difference in levels of satisfaction with the evaluation personnel (F(2,51) = 53.17, p < .001, R2 = .68,). Participants who believed that their evaluation accurately summarized their performance and led to improvements in student learning showed a significant difference in levels of satisfaction with the product of their evaluation (F(2,51) = 37.05, p < .001, R2 = .59).