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Book part
Publication date: 15 March 2013

Guodong Liang

Purpose – The author examines the implementation and characteristics of teacher evaluation and explores their associations with improvement in teachers’ practice of…

Abstract

Purpose – The author examines the implementation and characteristics of teacher evaluation and explores their associations with improvement in teachers’ practice of constructivist instruction.Methodology – This quantitative study uses statewide longitudinal Teachers’ Opportunity to Learn survey data collected in 2009 and 2010 from middle school mathematics teachers in Missouri and estimates a series of value-added models with two-level Hierarchical Linear Modeling.Findings – Teachers in this study were mainly evaluated by principals who conducted classroom observations and held face-to-face meetings to evaluate teaching practice and professional development activities. The study provides empirical evidence and support for the use of multiple evaluators with multiple evaluation data and outcomes in teacher evaluation. Additionally, it highlights the potential benefits of focusing on teachers’ instructional data instead of student achievement in teacher evaluation in order to improve their teaching practice.Research limitations – This study focused on middle school mathematics teachers in a single state in the United States. Whether these findings can be generalized to teachers of other subject areas or grades, or to states with different policy contexts, or to countries with country-specific structural, cultural, and social differences is unknown.Value – This study is the first effort to systematically examine teacher evaluation practices across a single state and provide empirical evidence on the relationships between the implementation characteristics of teacher evaluation and improvement in teachers’ instructional practice. Findings of this study provide school, district, state, federal, and international policymakers and administrators with important, up-to-date information on teacher evaluation at the middle-school level in the United States.

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Teacher Reforms Around the World: Implementations and Outcomes
Type: Book
ISBN: 978-1-78190-654-5

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Book part
Publication date: 26 October 2015

Peter Youngs, Jihyun Kim and James Pippin

There is a strong body of research that indicates that teacher quality has a stronger effect on student learning than any other school-based factor. At the same time, most…

Abstract

There is a strong body of research that indicates that teacher quality has a stronger effect on student learning than any other school-based factor. At the same time, most teacher evaluation systems have traditionally failed to distinguish among different levels of teacher effectiveness or to link evaluation results to professional development in meaningful ways. In this chapter, we compare teacher responses in S. Korea and the United States to evaluation policies. We provide initial evidence that teachers and principals in Seoul defined “effective teachers” as those who helped manage their schools in areas such as affairs/planning, curriculum/instruction, science and technology, discipline, and extra-curricular activities. In contrast, the Michigan teachers and principals in the study were more likely to view effective teachers as those who planned instruction to meet student needs and provided evidence of student engagement and learning. In addition, educators’ notions of effective teachers seemed related to their responses to new teacher evaluation policies. In particular, the teachers in Seoul strongly resisted the new teacher evaluation policies while their counterparts in Michigan either supported the new evaluation policies or at least did not actively resist them. These differences seemed related to regulative, normative, and cultural-cognitive elements associated with the teacher evaluation policies in the jurisdictions where the teachers and principals worked.

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Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Book part
Publication date: 15 March 2013

Nam-Hwa Kang

Purpose – The purpose of the research was to examine the process of new teacher evaluation policy development in South Korea, in order to gain insight into how a…

Abstract

Purpose – The purpose of the research was to examine the process of new teacher evaluation policy development in South Korea, in order to gain insight into how a controversial policy could be established in education. Research questions were about the process of the policy development, political actors involved and their influences, and the meaning of teacher evaluation in the newly established teacher evaluation policy.Methodology – The study uses a qualitative and descriptive-analytical process from a hermeneutics perspective that views policy as text to be interpreted. This perspective allows policy to be connected to a larger social context through interpretations of text. The main data sources included policy documents, statements by various organizations, research reports, and public media artifacts produced between 2000 and 2012. For data analysis, constant comparison and content analysis methods were used.Findings – The findings show that the process of developing a teacher evaluation system demonstrated an unsuccessful attempt to apply the Habermasian notion of discursive democracy. Relevant stakeholders were invited to deliberate on the reform, but official meetings ended prematurely without consensus. In the end, the government proceeded without full support of any stakeholders. During the deliberation process, teacher organizations and parent groups demonstrated conflicting perspectives on teacher work and the new evaluation system only partially accommodated both perspectives. The effectiveness of the new evaluation system remains to be researched.Value – The policy development process and the evaluation system shown in this study should inform similar efforts in other contexts.

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Teacher Reforms Around the World: Implementations and Outcomes
Type: Book
ISBN: 978-1-78190-654-5

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Article
Publication date: 25 January 2021

Wei Wu, Rui Yao and Zuoxu Xie

This paper aims to take Chinese university teachers as the research objects to examine their self-evaluation of online teaching and analyze the main factors influencing…

Abstract

Purpose

This paper aims to take Chinese university teachers as the research objects to examine their self-evaluation of online teaching and analyze the main factors influencing their evaluation during COVID-19.

Design/methodology/approach

According to the theory of educational ecology, the factors influencing teachers' self-evaluation of online teaching in this paper include university background, courses background and teachers' personal background from the macro- to micro-levels. Through exploratory factor analysis, independent sample T-test and one-way analysis of variance (ANOVA), the self-evaluation of online teaching of 13,997 teachers from 334 universities and their relationship with teachers' background have been subject to data statistics and analysis.

Findings

Teachers' self-evaluation of online teaching mainly includes three dimensions: online teaching methods, online teacher–student interaction and online teaching techniques. There are significant differences in these three dimensions among teachers with different background characteristics, including regions, the types of universities, the nature of universities in macro background levels, the types and numbers of online courses in meso background levels, and the gender, years of teaching, professional titles and disciplines in micro background levels.

Practical implications

To improve teachers' self-evaluation of online teaching, it is suggested to build an online teaching self-evaluation system for teachers, strengthen university support and guarantee, strengthen online teaching training and improve the information accomplishments of teachers.

Originality/value

This large-scale empirical survey of online teaching evaluation of Chinese teachers can provide scholars with a deeper understanding of the implementation of online teaching in China and the self-evaluation of online teaching by teachers.

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Asian Education and Development Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 30 August 2013

Itolondo Wilfrida Arnodah

This article aims to assess the awareness among educators of strategies put in place for peer teacher evaluation (PTE), and training opportunities availed to them in…

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Abstract

Purpose

This article aims to assess the awareness among educators of strategies put in place for peer teacher evaluation (PTE), and training opportunities availed to them in relation to PTE.

Design/methodology/approach

The study was conducted in secondary schools in three selected districts of Western Province of Kenya using a descriptive survey design. Data were collected from school principals, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide.

Findings

The findings generally revealed that though all schools where PTE was practised had made some attempts to organise some awareness programmes, they were not focused as evidenced in the varied reasons that were provided to show why they were organised. The study also established that less than half of the teachers had been exposed to in-service training opportunities.

Research limitations/implications

There is scarce literature based on empirical studies focusing on school-based teacher evaluation (SBTE). Most of the studies the author was able to access were descriptive and on teacher evaluation in general. Consequently, most recent studies in Kenya, for example, tend to focus on topical issues like HIV/AIDS, gender, Free primary education and how they impact on curriculum implementation while what goes on in the classrooms is ignored.

Practical implications

Identifying and analysing awareness strategies and in-service teacher training related factors that hinder and/or promote PTE may help in strengthening the practice if the recommendations of this study are implemented. Findings of this study if accessed may provide information to policy makers both at national, local and school levels in Kenya on the practice of PTE. National and local policy gives legality to PTE while school policy directs the process and procedures for the practice at school level. This study also provides a theoretical knowledge that precedes the practice of PTE.

Social implications

Peer Teacher Evaluation embraces characteristics such as collaboration, collegiality and dialogue and so can enhance positive working relationships among teachers. Teachers in the classroom are known to maintain cultural norms of privacy and individualism. Peer Teacher Evaluation being teachers evaluating each other, therefore, removes the culture of privacy and individualism. If well practised, it may promote rapport and trust among teachers.

Originality/value

The study analysed the level of awareness and in-service training of teachers on PTE which is one of the modes of SBTE in secondary schools with the purpose of coming up with suggestions that may help bring about improvement in the practice in order to strengthen it in schools.

Details

European Journal of Training and Development, vol. 37 no. 7
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 28 January 2014

Beatrice L. Bridglall, Jade Caines and Madhabi Chatterji

This policy brief, the second AERI-NEPC eBrief in the series “Understanding validity issues around the world”, focuses on validity as it applies to test-based models of…

Abstract

Purpose

This policy brief, the second AERI-NEPC eBrief in the series “Understanding validity issues around the world”, focuses on validity as it applies to test-based models of evaluation employed for schools, instructional programs, and teachers around the world. It discusses validity issues that could arise when data from student achievement test administrations and other sources are used for conducting personnel appraisals, program evaluations, or for external accountability purposes, suggesting solutions and recommendations for improving validity in such applications of test-based information.

Design/methodology/approach

This policy brief is based on a synthesis of conference proceedings and review of selected pieces of extant literature. It begins by summarizing perspectives of an invited expert panel on the topic. To that synthesis, the authors add their own analysis of key issues. They conclude by offering recommendations for test developers and test users.

Findings

The authors conclude that systematic improvement and transformation of schools depends on thoughtfully conceptualizing, implementing, and using data from testing and broad-based evaluation systems that incorporate multiple kinds of evidence. Evaluation systems that are valid and fair to students, teachers and education leaders need all three of the following: assessment resources and training for all participants and evaluation users; knowledgeable staff to continuously monitor processes and use assessment results appropriately to improve teaching and learning activities; and a strengths-based approach to make improvements to the education system based on relevant data and reports (as opposed to a deficits-based one in which blame or punishment is leveled at individuals or groups of workers when gaps in performance are observed).

Originality/value

To improve validity in interpretations of results from test-based teacher and school evaluation models, the authors provide recommendations for measurement and evaluation specialists as well as for educators, policy makers, and public users of data. Standardized test use in formative and more “high stakes” educational accountability contexts is rapidly spreading to various regions of the world. This eBrief shows that understandings of validity are still uneven among key stakeholders. By translating complex information pertinent to current validity issues, this policy brief attempts to address this need, and also bridge knowledge and communications gaps among different constituencies.

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Quality Assurance in Education, vol. 22 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 February 1982

NAFTALY S. GLASMAN and PAULINE J. PAULIN

This paper summarizes two exploratory case studies of teachers' perceptions about their receptivity to evaluation and about possible determinants of this receptivity. The…

Abstract

This paper summarizes two exploratory case studies of teachers' perceptions about their receptivity to evaluation and about possible determinants of this receptivity. The first study explores relationships of receptivity to teacher controllability of evaluated behaviors. It surveys perceptions of elementary school teachers and suggests the existence of a strong positive relationship in activities associated with motivating students. The study also offers a discussion of the significance of controllability as a possible determinant of receptivity. The second study extends the investigation of the relationship between receptivity and controllability. It surveys perceptions of secondary school teachers. Specifically, it explores relationships between receptivity and controllability over two kinds of decision: those associated with teaching activities and those associated with evaluation of these activities. The study also explores the effect on the above relationships of trust and confidence which teachers have in the expertise of their evaluators. The former two relationships are found to be positive. The first, but not the second, is found to be affected by trust and confidence. Selected implications of the findings are offered.

Details

Journal of Educational Administration, vol. 20 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 8 October 2018

Orit Avidov-Ungar

This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of…

Abstract

Purpose

This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context.

Design/methodology/approach

Semi-structured interviews were conducted with 22 state primary school teachers. The data were analyzed thematically.

Findings

Four themes emerged from the interviews: how teachers conceive of teacher evaluation; teachers’ perceptions of how the teacher evaluation process should proceed; the advantages and disadvantages of the teacher evaluation process; and ways to increase the effectiveness of teacher evaluation. A further four themes emerged regarding the purposes of evaluation from the teachers’ perspective: judgment and control, dialogue, promotion and professional improvement. Overall, the teachers interviewed perceived that their evaluation serves summative control purposes far more than the formative professional improvement purposes for which the evaluation policy was explicitly developed. On the basis of these and previous findings, a theoretical model of teacher evaluation and career development is proposed.

Research limitations/implications

This qualitative study interviewed a relatively small number of teachers. The findings suggest that teacher evaluation conducted to assure quality teaching should be more comprehensive and should take place throughout the school year.

Originality/value

This study is one of only very few to examine teachers’ perceptions of teacher evaluation in detail.

Details

Quality Assurance in Education, vol. 26 no. 4
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 14 January 2022

Yael Cohen-Azaria

In 2012, the Israeli Ministry of Education and its Testing and Evaluation Department introduced a new tool to evaluate the quality of kindergarten teachers’ work. This…

Abstract

Purpose

In 2012, the Israeli Ministry of Education and its Testing and Evaluation Department introduced a new tool to evaluate the quality of kindergarten teachers’ work. This paper aims to identify how kindergarten teachers perceive the new multiple domains performance tool.

Design/methodology/approach

The study applied a qualitative paradigm of data collection and analysis. Data collection consisted of semi-structured in-depth interviews conducted with 36 kindergarten teachers.

Findings

Findings indicated that most kindergarten teachers perceive their work plan and the kindergarten climate as the most important evaluation domains, while perceiving involving parents as the least important and even an unnecessary domain. One-third of them indicated that an innovation domain should be added. Also, the kindergarten teachers perceived the use of the KT-MDPT as both positive and negative.

Originality/value

There is a clear dearth in scholarly literature dealing with the evaluation of the quality of kindergarten teachers’ work. This study is the first to reveal Israeli kindergarten teachers' attitudes regarding this new tool for work quality evaluation.

Details

Quality Assurance in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 2 September 2021

Seth B. Hunter and Luis A. Rodriguez

Recent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school…

Abstract

Purpose

Recent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school administrators') observational loads. The purpose of this study is to examine associations between observational loads and school administrator turnover, reported time use and strain.

Design/methodology/approach

The study uses education administrative data from the state of Tennessee to examine the link between observational loads and school administrator outcomes of interest. The results present credible regression estimates that isolate variation in observational loads within schools over time and within observers over time.

Findings

The evidence suggests individual school administrators allocate a set amount of time to observations that is insensitive to observational load and seemingly assign observations to colleagues strategically. School administrator reports do not suggest observational loads are associated with negative unintended consequences on administrator strain or observer turnover.

Originality/value

The study contributes to the literature on teacher evaluation by shedding light on how the constraints posed by an evaluation system may affect the work of school administrators. It also extends the job demands-resources theory that describes worker responses to new job demands.

Details

Journal of Educational Administration, vol. 59 no. 6
Type: Research Article
ISSN: 0957-8234

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