The (In)Consistency of Teacher Survey Responses about Teacher Evaluation Implementation: Implications for Principal Professional Development

Autor/in	Hunter, Seth B.
Titel	The (In)Consistency of Teacher Survey Responses about Teacher Evaluation Implementation: Implications for Principal Professional Development
Quelle	In: Educational Researcher, 52 (2023) 8, S.512-515 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Seth B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231189273
Schlagwörter	Principals; Teacher Evaluation; Skills; Teacher Attitudes; Teacher Administrator Relationship; Rural Schools; Tennessee + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Skill; Fertigkeit; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner partnership assessed principal needs via monthly teacher surveys about specific teacher evaluation skills. While internal consistencies were high, test-rest reliabilities were low, implying that reports regarding the quality of specific principal practices may fluctuate substantially over short periods, potentially hampering the design of effective PPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01