Literaturnachweis - Detailanzeige
| Autor/in | Gakos, Laurie |
|---|---|
| Titel | A Qualitative Study of the Impact of Teacher Evaluation on the Well-Being of Elementary Teachers in Connecticut |
| Quelle | (2023), (115 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Bridgeport |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3796-8141-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Evaluation; Well Being; Elementary School Teachers; Socioeconomic Influences; Institutional Characteristics; Psychological Patterns; Interprofessional Relationship; Connecticut |
| Abstract | Teacher well-being has many implications within schools, most importantly on students. However, little research has been done to investigate the impact various mandates have on the well-being of teachers. This qualitative study gained insight into how elementary school teachers in Connecticut perceived the impact of teacher evaluation on their well-being. Martin Seligman (2011) identified that positive emotions, engagement, relationships, meaning and purpose, and accomplishment (PERMA) all contribute to well-being. PERMA (Seligman, 2011) was used as the framework for this study by guiding questions, data collection, and data analysis. Ten Connecticut elementary school teachers from ten different schools across nine different school districts participated through either taking an online questionnaire or taking part in an interview. Half of the participants were from the highest income area schools and the other half were from the lowest income area schools. All participants expressed negative emotions in relation to the evaluation process by using the words stress, anxiety, nervous, worry, and annoyed. None of the teachers expressed engagement in evaluation tasks. More than half of the participants have seen a detrimental impact on relationships within their school, while some have not noticed any impact, and one teacher spoke about a collaborative relationship with their current principal surrounding evaluation. Teachers find very little to no meaning or purpose in the process. Teachers also do not feel that the evaluation process accurately recognizes their accomplishments. This research suggests that the current teacher evaluation process being used in Connecticut is doing more harm than good. The findings indicate that policy and practice should be adjusted to support the wellbeing of teachers through modifying the evaluation process so that it has meaning and purpose for teachers while recognizing their accomplishments and allowing for authentic collaborative relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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