Elementary Campus Principal Perceptions of the Standards-Based Teacher Evaluation System in Texas

Abstract

The purpose of this mixed methods study was to: (a) examine the new and experienced elementary campus principals’ perceptions of the Texas standards-based teacher evaluation system which measured teacher performance and growth; and (b) identify factors contributing to the perceptions of new and experienced elementary campus principals’ in regard to the Texas Teacher Evaluation and Support System (T-TESS). A purposeful sample of new and experienced elementary school principals representing 64 T-TESS pilot districts provided responses to the Texas Evaluator Perceptions of T-TESS Survey to assess the value, goal setting and professional development, system structure, and implementation fidelity of T-TESS. An independent samples t test, frequencies, and percentages analyzed quantitative findings, while an inductive coding process revealed the qualitative data. Quantitative results indicated there were no significant differences between new and experienced principals with regard to value, goal setting and professional development, system structure, and implementation fidelity. However, there were significant barriers for campus principals to consider for effectively implementing T-TESS. Qualitative findings indicated elementary principals agreed that the T-TESS allowed teachers to receive accurate and valuable information regarding their individual instructional performance and that the teacher evaluation instrument encouraged continuous professional growth. Findings revealed six themes that explained new and experienced principals implementation perceptions of T-TESS: (a) pretentious, (b) more training, (c) ongoing journey, (d) forces fidelity, (e) owners determine the outcome, and (e) time consuming