Abstract
The factorial structure of the performance ratings of 27 teaching practices contained on the North Carolina Teaching Performance Appraisal Instrument (TPAI) is reported in this paper. As currently used, ratings using the TPAI yield five scores: (a) Management of Instructional Time, (b) Management of Student Behavior, (c) Instructional Presentation, (d) Instructional Monitoring, and (e) Instructional Feedback. This five function scoring scheme is based on logical judgement and not empirical evidence. The results a study using factor analysis procedures suggest that a five factor solution that paralleled the current scoring scheme was not as parsimonious as a two factor solution. The clarity and meaningfulness of the interpretation of the two factor solution provides supportive evidence for the construct validity of the TPAI as well as suggestions for a more utilitarian procedure for using the instrument in large scale teaching performance assessment programs.
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