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Teacher Confidence and Attitude Regarding Performance Assessment
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The purpose of the researcher was to investigate teacher confidence and attitude towards performance assessment. The independent variables investigated were assignment, years of experience, amount of formal education, familiarity with performance assessment, and gender. The dependent variables investigated were scores from the following scales of the Questionnaire Regarding Teacher Confidence and Attitude Towards Performance Assessment (Appendix G): Teacher Confidence. Teacher attitude Towards Performance Assessment, and Total. The sample consisted of 306 teachers from 3 districts in the state of Kansas. Five composite null hypotheses were tested using a three-way analysis of variance (general linear model). A total of 54 comparisons were made plus 51 recurring. Of the 54 comparisons, 15 were for main effects, and 39 were interactions. Of the 15 main effects, 8 were statistically significant at the .0500 level. None of the 39 interactions was statistically significant at the .0500 level. The results of the present study appeared to support the following generalizations: 1. teachers with 10-18 years of experience have the greatest teacher confidence. 2. teachers who are more familiar with performance assessment have more teacher confidence. 3. teachers who are more familiar with performance assessment have a more positive attitude towards performance assessment. 4. teachers with 10-18 years of experience have more teacher confidence and a more positive attitude towards performance assessment. 5. teachers who arc more familiar with performance assessment have more teacher confidence and a more positive attitude towards performance assessment. 6. females have more teacher confidence than males, 7. females have a more positive attitude toward performance assessment than males. 8. females have more teacher confidence and a more positive attitude towards performance assessment than males. 9. teacher assignment is not associated with confidence and teacher attitude towards performance assessment, 10. amount of formal education is not associated with confidence and teacher attitude towards performance assessment. And 11. teachers have confidence and a positive attitude towards performance assessment.
Title: Teacher Confidence and Attitude Regarding Performance Assessment
Description:
The purpose of the researcher was to investigate teacher confidence and attitude towards performance assessment.
The independent variables investigated were assignment, years of experience, amount of formal education, familiarity with performance assessment, and gender.
The dependent variables investigated were scores from the following scales of the Questionnaire Regarding Teacher Confidence and Attitude Towards Performance Assessment (Appendix G): Teacher Confidence.
Teacher attitude Towards Performance Assessment, and Total.
The sample consisted of 306 teachers from 3 districts in the state of Kansas.
Five composite null hypotheses were tested using a three-way analysis of variance (general linear model).
A total of 54 comparisons were made plus 51 recurring.
Of the 54 comparisons, 15 were for main effects, and 39 were interactions.
Of the 15 main effects, 8 were statistically significant at the .
0500 level.
None of the 39 interactions was statistically significant at the .
0500 level.
The results of the present study appeared to support the following generalizations: 1.
teachers with 10-18 years of experience have the greatest teacher confidence.
2.
teachers who are more familiar with performance assessment have more teacher confidence.
3.
teachers who are more familiar with performance assessment have a more positive attitude towards performance assessment.
4.
teachers with 10-18 years of experience have more teacher confidence and a more positive attitude towards performance assessment.
5.
teachers who arc more familiar with performance assessment have more teacher confidence and a more positive attitude towards performance assessment.
6.
females have more teacher confidence than males, 7.
females have a more positive attitude toward performance assessment than males.
8.
females have more teacher confidence and a more positive attitude towards performance assessment than males.
9.
teacher assignment is not associated with confidence and teacher attitude towards performance assessment, 10.
amount of formal education is not associated with confidence and teacher attitude towards performance assessment.
And 11.
teachers have confidence and a positive attitude towards performance assessment.
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