Assessing Teacher Innovations: Expert versus Peer Ratings

Autor/inn/en	Chand, Vijaya Sherry; Kuril, Samvet; Deshmukh, Ketan Satish; Avadhanam, Rukmini Manasa
Titel	Assessing Teacher Innovations: Expert versus Peer Ratings
Quelle	In: International Journal of Educational Management, 35 (2021) 2, S.467-482 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuril, Samvet) ORCID (Deshmukh, Ketan Satish)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2020-0185
Schlagwörter	Teacher Behavior; Educational Innovation; Teacher Evaluation; Peer Evaluation; Foreign Countries; Creativity; Self Efficacy; Teacher Motivation; Personality; Teacher Competencies; Teacher Persistence; India + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Teacher appraisal; Lehrerbeurteilung; Ausland; Kreativität; Self-efficacy; Selbstwirksamkeit; Personalität; Lehrkunst; Indien
Abstract	Purpose: The growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, "Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?" Design/methodology/approach: Innovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality. Findings: Expert ratings were significantly related to creative self-efficacy beliefs ([beta] = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation ([beta] = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality. Originality/value: The paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01