Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System

This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations...

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Bibliographic Details
Published inThe Teacher educator Vol. 53; no. 1; pp. 21 - 43
Main Authors Pressley, Tim, Roehrig, Alysia D., Turner, Jeannine E.
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2018
Subjects
Case Studies
Curriculum Development
Disclosure
Educational Change
Elementary School Teachers
Evaluation Methods
Grounded Theory
Instructional Innovation
Knowledge Level
Likert Scales
Qualitative Research
Semi Structured Interviews
Statistical Analysis
Teacher Administrator Relationship
Teacher Attitudes
Teacher Behavior
Teacher Evaluation
Teacher Motivation
Teacher Surveys
Telephone Surveys
Value Added Models
Florida
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Summary:This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their Value-Added Model (VAM) scores and still needed information regarding VAM. This led to feelings of hopelessness regarding future VAM scores. Teachers reported making mandated changes by the district or to help students' demonstrate learning on state exams. Teachers with mandated changes felt frustration, while teachers making their own changes felt hopeful for high student test scores. The presence of administrators also influenced changes in instruction during observations. Teachers shared feeling hopeful of observation scores, but were annoyed by the observation system. Our findings support the notion that teachers are not making meaningful changes based on VAM.
ISSN:0887-8730
1938-8101
DOI:10.1080/08878730.2017.1391362