The Problematic Implementation of Teacher Evaluation Policy: School Failure or Governmental Pitfall?

Autor/inn/en	Tuytens, Melissa; Devos, Geert
Titel	The Problematic Implementation of Teacher Evaluation Policy: School Failure or Governmental Pitfall?
Quelle	In: Educational Management Administration & Leadership, 42 (2014) 4, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143213502188
Schlagwörter	Foreign Countries; Teacher Evaluation; Educational Policy; Program Implementation; Case Studies; Teacher Attitudes; Accountability; School District Autonomy; Institutional Autonomy; Leadership Role; Statistical Analysis; Qualitative Research; Semi Structured Interviews; Questionnaires; Secondary School Teachers; Belgium + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Lehrerverhalten; Verantwortung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Institutionelle Autonomie; Statistische Analyse; Qualitative Forschung; Fragebogen; Belgien
Abstract	Teacher evaluation policy is implemented in many countries to improve the teaching quality in schools. This paper explores the implementation of teacher evaluation policy in secondary schools in Flanders (Belgium). The case study method is used to explore the implementation process in six schools, which are selected based upon teachers' perception of practicality of new teacher evaluation policy. We contrast three schools in which teachers perceive this policy positively with three schools in which teachers perceive this policy negatively. Due to the generic policy, responsibility for the implementation is shifted to the school. Our study focuses on school leadership actions and on teacher evaluation development characteristics during the implementation process. The results identify a difference in leadership actions and teacher evaluation development characteristics in positive perceiving schools compared to negative perceiving schools. In positive perceiving schools, school leaders formulate high expectations towards teachers, emphasize the importance of appreciation and trust and provide clear communication to teachers about teacher evaluation. Also, two teacher evaluation development characteristics, namely the meso-level support and the goals of teacher evaluation differ in the two subsets of schools. This leaves us wondering whether governments should take greater responsibility in supporting schools and local networks in order to implement policy successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10