Teaching Effectiveness of "A" and "C" Elementary Teachers

The problem of this study was to ascertain whether elementary principals rated teacher who had been "A" students in college significantly higher than they rated teachers who had "C" grade point averages. The analyses were based on the returns of a teaching effectiveness checklist from eighty-three principals of "A" teachers and seventy-one principals of "C" teachers. The teachers were chosen at random from pools of eligible candidates. Significant findings were computed from 2 × k contingency tables; null of no difference was rejected where an observed x 2 was greater than x 2 .01 For fifteen of the thirty-two trait descriptions on the checklist, the principals rated the "A" teachers significantly higher than the "C teachers. The principals did not rate the "C's" higher than the "A's" for any trait. Treating checked numerals as score points, the calculated t-ratio between the means showed that the "A" teachers scored significantly higher (P > .001) than the "C" teachers. The general conclusion of this study is that the elementary principals did rate former college students who had a accumulative "A" GPA significantly higher than they did the teachers who made "C" records during their college years.