Perceptions of the use of the teacher assessment and development system (TADS) for instructional improvement

Date of Award




Degree Name

Doctor of Education (Ed.D.)


Educational Leadership

First Committee Member

John H. Croghan - Committee Chair


Purpose. The purpose of this study was to examine and compare teacher and administrator perceptions of the use of the Teacher Assessment and Development System (TADS) for instructional improvement in Dade County Public Schools.Procedures. Sample selection comprised administrators from forty-two sites and teachers representing all school levels situated throughout four geographic areas of Dade County. Interviews conducted with identified teachers of varying prescriptive status provided qualitative information supportive of survey data.Statistical analyses included frequency data, item means and standard deviations, Pearson Product Moment Correlation Coefficients, factor analysis, analysis of variance and Scheffe' tests to compare group means.Questionnaire findings. Significant differences in scores were sought at the.05 level of confidence. (1) Administrator perceptions differ from those of teachers in the use of TADS for instructional improvement. (2) No significant difference was noted in scores of teachers never on prescription, presently or previously on prescription for instructional improvement. (3) Significant differences were noted in scores of teachers according to years of experience, number of observations with TADS and school level. (4) Significant differences were noted in scores of administrators according to years of experience at the site and number of observations with TADS.Interview/survey commentary findings. Qualitative information generally supported survey findings. Teachers indicated that use of TADS does little to improve classroom instruction, rarely improves prescriptive teachers or facilitates the dismissal of incompetent personnel.Conclusions. School roles, years of experience, number of TADS observations and school level influences appear to be related to the way teachers and administrators view the use of TADS for instructional improvement. Positive perceptions were noted in scores of administrators rather than teachers, teachers with fewer years of experience and larger number of TADS observations, and teachers on the elementary school level. Administrators with more years of experience at the site conducting larger numbers of TADS observations also appear to perceive TADS in a more positive manner.


Education, Administration; Education, Curriculum and Instruction

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