Chi-square testing

I MEAN

5.10. Chi-square testing

Hypothesis I:

Ho: IQMS has not contributed to a perception of more structureto the performance management of educators.

HI: IQMS has contributed to a perception of more structure to the performance management of educators.

Hypothesis 2:

Ho: IQMS has not contributed to a perception of more improved staff development.

HI: IQMS has contributed to a perception of more improved staffdevelopment.

Hypothesis 3:

Ho: IQMS has not contributed to a perception of more motivatededucators.

HI: IQMS has contributed to a perception of more motivated educators.

Hypothesis 4:

Ho: IQMS has not contributed to a perception of more improved class visits.

HI: IQMS has contributed to a perception of more improved class visits.

Hypothesis 5:

Ho: IQMS has not contributed to a perception of more improved feedback to educators on their performance.

HI: IQMS has contributed to a perception of more improved feedback to educators on their performance.

Hypothesis 6:

Ho: IQMS has not contributed to a perception of more improvededucator performance.

HI: IQMS has contributed to a perception of more improved educatorperformance.

Hypothesis 7:

Ho: IQMS has not contributed to a perception of more improvedgoal setting by educators.

HI: IQMS has contributed to a perception of more improved goal setting by educators.

Hypothesis 8:

Ho: IQMS has not contributed to a perception of more improvedproblem solving.

HI: IQMS has contributed to a perception of more improved problem solving.

Hypothesis 9:

Ho: There is a perception that the IQMS scores are not inaccurate.

HI: There is a perception that the IQMS scores are inaccurate.

Hypothesis 10:

Ho: There is a perception that the IQ MS forms are not adequate.

HI:There is a perception that the IQMS forms are adequate.

Hypothesis 11:

Ho: There is a perception that IQMS is not a disciplinary tool for management.

HI:There is a perception that IQMS is a disciplinary tool for management.

Hypothesis 12:

Ho: The perception of improved structure to the performance management of educators is not positively and significantly correlated to the perception of improved educator performance. HI:

The perception of improved structure to the performance management of educators is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 13:

Ho: The perception of improved staff development is not positivelyand significantly correlated to the perception of improved educator performance.

HI: The perception of improved staff development is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 14:

Ho: The perception of improved class visits is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of improved class visits is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 15:

Ho: The perception of improved staff development is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of improved staff development is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 16:

Ho: The perception of improved staff motivation is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of improved staff motivation is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 17:

Ho: The perception of improved class visits is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of improved class visits is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 18:

Ho: The perception of improved feedback is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of improved feedback is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 19:

Ho: The perception of improved goal setting is not positivelyand significantly correlated to the perception of improved educator performance.

HI :The perception of improved goal setting is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 20:

Ho: The perception of improved problem solving is not positivelyand significantly correlated to the perception of improved educator performance.

HI: The perception of improved problem solving is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 21 :

Ho: The perception of inaccurate IQMS scores is not negatively and significantly correlated to the perception of improved educator performance.

HI: The perception of inaccurate IQMS scores is negatively and significantly correlated to the perception of improved educator performance.

Hypothesis 22:

Ho: The perception of adequate IQMS forms is not positively and significantly correlated to the perception of improved educator performance.

HI: The perception of adequate IQMS forms is positively and significantly correlated to the perception of improved educator performance.

Hypothesis 23:

Ho: The perception of IQMS as a disciplinary tool for managementis not negatively and significantly correlated to the perception of improved educatorperformance.

HI: The perception of IQMS as a disciplinary tool for management is negatively and significantly correlated to the perception of improved educator performance.

Hypothesis 24:

Ho: The perceptions of: structure in performance management, class visits, staff development, motivation, feedback, goal setting, problem solving, adequate forms as well as inaccurate scores

and IQMS as a disciplinary tool for management together do not significantly influence educator performance.

HI: The perceptions of: structure in performance management, class visits, staff development, motivation, feedback, goal setting, problem solving, adequate forms as well as inaccurate scores and IQMS as a disciplinary tool for management together significantly influence educator performance.

Hypothesis 25:

Ho: There is not a linear (multiple regression) relationship between the perceptions of: structure in performance management, class visits, staff development, motivation, feedback, goal setting, problem solving, adequate forms as well as inaccurate scoresand IQMS as a disciplinary tool for management and educator performance.

HI: There is a linear (multiple regression) relationship between the perceptions of: structure in performance management, class visits, staff development, motivation, feedback, goal setting, problem solving, adequate forms as well as inaccurate scoresand IQMS as a disciplinary tool for management and educator performance.

Table 5.55: Chi-square Test Statistics

I

^Research

I

Chi-Square(a)

I

Asymp. Sig.

objective

1 QI 12843549 4 .000

Q2 12815.258 4 .000

Q3 11893.613 4 .000

2 Q4 10939052 4 .000

Q5 12818338 4 .000

Q6 12154.335 4 .000

6 Q7 16259.727 4 .000

Q8 12491432 4 000

Q9 11199037 4 .000

QI0 12757.206 4 .000

QII 11789.424 4 .000

Q12 10782102 4 .000

Q13 13340063 4 .000

QI4 12444.067 4 .000

QI5 11432.115 4 .000

QI6 12547635 4 .000

3 Q17 8984895 4 .000

Q18 12 I95.900 4 .000

Q19 12903885 4 .000

4 Q20 9594.602 4 .000

Q21 10714336 4 .000

5 Q22 12500.829 4 000

Q23 13211585 4 .000

Q24 12261943 4 .000

7 Q25 11601.274 4 .000

Q26 15127.481 4 .000

8 Q27 9289.967 4 .000

Q28 11058.686 4 .000

9 Q29 8870.409 4 .000

Q30 13182.567 4 .000

ID Q31 10691673 4 000

1I Q32 2926.472 4 .000

Q33 12626.508 4 .000

Q34 3161.210 4 .000

a 0 cells (.0%) have expected frequencIes less than 5. The mInimumexpected cell frequency IS 5.0.

We can see that the feeIlings of "agree" was chosen above "disagree"for most of the questions.

At the 5% significance level, we will reject Hofor all of the objectives above.