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Administrators’ Perceptions of Physical Education Teacher Evaluation

Jason M. Norris, Hans van der Mars, Pamela Kulinna, Audrey Amrein-Beardsley


Purpose: Using a mixed methods approach, this study aimed to develop a better understanding of school administrators’ perceptions of teacher evaluation systems, specific to physical education (PE). Method: This study used two sources of data collection: (a) a survey sent to administrators (n = 19) in one urban school district and (b) a formal semistructured interview with 10 administrators from the original surveyed group. Results: Statements from the survey indicated that administrators valued PE, but could not control policies concern-ing amount and quality of PE. Administrators also felt that they were not properly trained in PE teacher evaluation and needed help. Four common themes that emerged from the interview data were (1) I value PE, but I live in reality (administrators value PE, but practice within their reality); (2) good teaching is good teaching; (3) I know my limitations, and I want/need help (relative to teacher evaluation in PE); and (4) where’s the training? (administrators felt there were short-comings in their training specific to teacher evaluation). Conclusion: Evidence from this study suggests more training for administrators in PE teacher evaluation is needed, along with a content-specific evaluation instrument.

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physical education teacher evaluation; evaluator reliability; physical education teacher evaluation; administrators perceptions

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