Teacher Evaluation in Montessori Education: A Proposed Tool

Authors

  • Ana María Mendoza-Páez Milton Eduardo Bermúdez-Jaimes Author

Keywords:

Montessori education, teacher evaluation, teacher’s skills and abilities, quality of education, decision-making (source, Unesco Thesaurus).

Abstract

The purpose of the study was to design, construct and validate the contents of an instrument that can be used to evaluate the performance of teachers at a Montessori school. The instrument was validated for pertinence, coherence and the drafting of each item. The assessment was done by three expert judges. Their reliability was determined through the concordance coefficient or Kappa index, which was high (complete agreement). Based on the results, 27 out of 102 proposed items were eliminated and 75 were left in the instrument to be applied. The focus of the instrument is on the dimensions of the teacher in terms of being, knowing, knowing how and being able to understand. A pilot application was done with 30 participants who teach at the Montessori British School, which is an institution that uses the Montessori method of education. In the analysis of internal consistency, obtained with Cronbach’s alpha, the coefficients were high for all the dimensions evaluated (average .88).

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Author Biography

Ana María Mendoza-Páez Milton Eduardo Bermúdez-Jaimes

Ana María Mendoza-Páez, Psicóloga, Universidad de La Sabana, Chía, Colombia. Coordinadora de Preescolar, Montessori British School, Bogotá D.C., Colombia. anamendoza16@hotmail.com

Milton Eduardo Bermúdez-Jaimes, Magíster en Psicología, Universidad de los Andes, Bogotá D.C., Colombia. Jefe del Área de Investigación y Metodología, Facultad de Psicología, Universidad de La Sabana, Chía, Colombia. milton.bermudez@unisabana.edu.co

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How to Cite

Milton Eduardo Bermúdez-Jaimes, A. M. M.-P. (2009). Teacher Evaluation in Montessori Education: A Proposed Tool. Educación Y Educadores, 11(1). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/726

Issue

Vol. 11 No. 1 (2008)

Section

Educative management

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