| Summary |
The purpose of this thesis is to examine the concept of the quality school in order to explore how educators can ensure quality in a public school when accountability and its methods are mandated by the public and its officials, focus will be directed to programs of teacher assessment in order to examine the dilemma posed by the continued use of North Carolina's Teacher Performance Assessment Instrument in schools applying total quality management techniques. Thus a question will be presented: How are the 7 pilots addressing teacher assessment to conform to principles of total quality? A study of the literature preceeds an action research study based on information gleaned from the seven North Carolina school systems piloting Total Quality Education. Findings underscored the continued use of North Carolina's Teacher Performance Appraisal Instrument and other teacher evaluation techniques even though they contradict W. Edwards Deming's emphasis on reduction of fear in the workplace, group cooperation rather than individual competition, intrinsic rather than extrinsic motivation, and the cornerstone of TQE - the need for continuous improvement. |
| General note | Submitted to the faculty of the Department of Educational Leadership. |
| General note | Advisor: James S. Pressley |
| Dissertation note | Ed. S. East Carolina University 1995 |
| Bibliography note | Includes bibliographical references (leaves 50-52). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
