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Methods of evaluating teacher effectivenessSTANDARD 5: LEARNING ENVIRONMENTTeachers create learning environment - learningthat supports high levelsSTANDARD 6: COOPERATION ANDCOMMUNICATION Teachers communicateand collaborate with educatorsSTANDARD 7: RESPONSIBILITY AND THEPROFFESIONAL RISETeachers acknowledge responsibilityValid N (listwise)2.11 .316 2.69 .492 3.14 .8352.44 .500 2.64 .633 2.93 .7052.68 .468 3.14 .351The aim was to compare the obtained results. The survey showed that thequestionnaires to the parents noted that they value more school as a whole than theindividual performance of the teachers. Questionnaires on this subject show thatparents appreciate teachers’ characteristics that surprisingly come from the achievementof students, from the teacher skills to promote students pleasures, their civil treatment,their support for learning and effective communication and collaboration with parents.Sayings of a parent” My child feels often underestimated because despite her preparation she is notpaid proper attention to show her values. Despite her high marks she is not partof activities to enlarge her knowledge.”The questionnaires addressed to teachers and headteachers were analyzedtogether in order to compare the results.The correlation was calculated for exploring the association level between the assessmentof ”Standard 1, 2, 3, 4, 5, 6, 7” and the type of respondents – teacher or headteacher.The table shows the results of correlations for the variables used. (See Table6). Thus, the assessment of standards 1, 2, 3, 4, 7 and the headmaster or teacherhave a positive correlative relationship, i.e. teachers evaluate themselves maximally,while headmasters consider them as good or sufficient. Assessment standards 5and 6 have not or weak correlative relationships. So these two standards are almostequally appreciated by both parties.103Volume 1 - Number 1 - 2013