Abstract
This article discusses a study which compared faculty members’ perceptions regarding the North Central Association (NCA) evaluation process based on format used (conventional, individualized, or outcomes) and school type (diocesan or private). Data were collected on the independent variables of format, school type, and prior NCA experience. The dependent variables were respondents’ ratings on a seven-point Likert-type scale regarding the mechanics of self-study, faculty ownership, relevance to local and professional concerns, improvement generated, and the results of participation. The author concluded with the following recommendations: (1) more time for conducting the self-study; (2) more clarification of the evaluation process, especially the outcomes format; (3) additional examples of exemplary self-studies; (4) greater attention to designing the self-study, developing faculty leadership, sustaining faculty motivation, and developing specific action plans; and (5) increased emphasis on student learning.
DOI
10.15365/joce.0203052013
First Page
295
Last Page
311
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Tichy, K. L. (1999). Perceptions of Faculty Members in Selected Catholic High Schools Regarding North Central Association School Improvement Models. Journal of Catholic Education. https://doi.org/10.15365/joce.0203052013
CatholicEdJrnl
