Kindergarten Administration and Faculty Agreement on Measuring Educational Effectiveness and Proficiency

Abstract

This study was to compare kindergarten teachers' and administrators' assessments of teachers' competence and performance in the classroom. A survey was developed as part of a quantitative methodology for the investigation. Purposeful sampling was used, which is a kind of non-probability sampling. There was a total of 280 participants, including 170 kindergarten teachers and 110 principals from around the nation. “Cohen's Kappa coefficient” was used to establish the degree of agreement between raters, and the Pearson Chi-Square test was used to find any discrepancies between the views of principals and teachers that emerged from the data acquired through questionnaire. The results revealed that the raters were not generally in agreement with one another, indicating that there are likely different perspectives held by teachers and administrators. Multi-rater strategies are seldom used in this kind of study, and this is particularly true for the ECE level in the country. Studies of educators' abilities and efficacy often include a single rater, such as classroom instructors or school administrators rating themselves, leading to subjective findings. In conclusion, the teachers' skills were assessed by an examination that combined subjective questions with case analysis to gauge their performance and self-description in relation to cognitive powers. Individual and group evaluations relied on autobiographies or self-evaluation questionnaires that were filled out in accordance with predetermined topics. At the same time, an instructor used an assessment rubric and compared it to the student's progress throughout the teaching and learning process.