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Teacher Involvement in School-Conducted Needs Assessments

Author

Listed:
  • Paul R. Brandon

    (University of Hawaii at Manoa)

  • Zhigang Wang

    (University of Hawaii at Manoa)

  • Ronald H. Heck

    (University of Hawaii at Manoa)

Abstract

Little attention in the literature on stakeholder shared decision making in program evaluations has been given to involving stakeholders in developing the process of decision making. If stakeholders are not fully involved in developing this process, decisions may be biased and lead to invalid evaluation findings. In this article, the authors present a theoretical model suggesting how stakeholder involvement in establishing the process of decision making in school-conducted needs assessments affects the validity of the selected needs, with validity defined as teacher agreement with the selection of needs. Using LISREL VII, the model was tested using teacher survey data. The findings show that teachers were not heavily involved in developing decision- making processes. However, they agreed with the selected needs, and their involvement in de veloping the decision-making processes accounted for a substantial portion of their agreement.

Suggested Citation

  • Paul R. Brandon & Zhigang Wang & Ronald H. Heck, 1994. "Teacher Involvement in School-Conducted Needs Assessments," Evaluation Review, , vol. 18(4), pages 458-471, August.
    • Handle: RePEc:sae:evarev:v:18:y:1994:i:4:p:458-471
    DOI: 10.1177/0193841X9401800405
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    References listed on IDEAS

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    1. Greene, Jennifer C., 1988. "Communication of results and utilization in participatory program evaluation," Evaluation and Program Planning, Elsevier, vol. 11(4), pages 341-351, January.
    2. Brandon, Paul R. & Newton, Barbara J. & Harman, James W., 1993. "Enhancing validity through beneficiaries' equitable involvement in identifying and prioritizing homeless children's educational problems," Evaluation and Program Planning, Elsevier, vol. 16(4), pages 287-293.
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