Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

Autor/inn/en	Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander
Titel	Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts
Quelle	In: Educational Assessment, Evaluation and Accountability, 30 (2018) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-017-9263-3
Schlagwörter	Teacher Attitudes; Administrator Attitudes; Beliefs; Teacher Evaluation; Poverty; School Districts; Urban Schools; Feedback (Response); Elementary School Teachers; Secondary School Teachers; Middle School Teachers; Mixed Methods Research; New Jersey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Teacher appraisal; Lehrerbeurteilung; Armut; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in "Educational Assessment," 21(2), 120-134, 2016). TEES is a multi-informant assessment designed to measure teachers' and school administrators' experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators' experiences with teacher evaluation are more favorable than teachers' experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01