Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System

Autor/in	Paufler, Noelle A.
Titel	Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System
Quelle	In: International Journal of Education Policy and Leadership, 13 (2018) 8, (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Teacher Evaluation; Academic Achievement; Correlation; Principals; Urban Schools; School Districts; Administrator Attitudes; Teacher Morale; Professional Autonomy; Decision Making; Accountability; Educational Policy; Value Added Models; Teacher Recruitment; Teacher Persistence + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Schulleistung; Korrelation; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Berufsfreiheit; Decision-making; Entscheidungsfindung; Verantwortung; Politics of education; Bildungspolitik; Lehrerrekrutierung
Abstract	Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders' perceptions of systems in practice, specifically school principals. This study was conducted in a large urban school district to better understand principals' perceptions of evaluating teachers based on professional practice and student achievement. Principals in this study strongly expressed concerns regarding: (1) the negative impact of the teacher evaluation system on morale; (2) their lack of autonomy in evaluating teachers and making staffing decisions; and (3) their perceived lack of value as professionals. Examining the implications of teacher evaluation systems is increasingly important to better understand the intended and unintended consequences of these systems in practice. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01