The growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?”
Innovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality.
Expert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality.
The paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.
The Research and Publications Committee of Indian Institute of Management Ahmedabad provided partial support for data collection. The authors thank Avinash Bhandari and Megha Gajjar for their assistance in the field work.Compliance with ethical standards: The authors declare that they have no conflict of interest. Permission for the study was granted by the provincial government, which arranged for all school-level permissions and communicated the purpose and procedures of the study to the heads of the selected schools, the selected teachers and administrators. The teachers provided their written consent to participate in the study.
Chand, V.S., Kuril, S., Deshmukh, K.S. and Avadhanam, R.M. (2021), "Assessing teacher innovations: expert versus peer ratings", International Journal of Educational Management, Vol. 35 No. 2, pp. 467-482. https://doi.org/10.1108/IJEM-04-2020-0185
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