A comparison of the effectiveness of the single rater and the multirater procedure for improving the performance and profile of public elementary school teacher

Abstract

The study aimed to find out whether it was the traditional single-rater procedure or a new multirater procedure that was more effective in improving the job performance and morale of public elementary school teachers.

The basis of the comparison were the performance ratings and the scores on a morale questionnaire of the experimental and control groups before and after they had been subjected to the multirater and single-rater procedures, respectively.

Through covariance analysis and analysis of variance of the pretest and and post-test data, it was found out that there was no significant difference in the performance ratings of the experimental and control groups. Both procedures improved the performance ratings of the teacher-subjects.