The Appraisal of Teachers' Performance and Its Impact on the Mutuality of Principal-Teacher Emotions

Autor/in	Yariv, Eliezer
Titel	The Appraisal of Teachers' Performance and Its Impact on the Mutuality of Principal-Teacher Emotions
Quelle	In: School Leadership & Management, 29 (2009) 5, S.445-461 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
Schlagwörter	Foreign Countries; School Administration; Principals; Elementary School Teachers; Teacher Administrator Relationship; Job Performance; Feedback (Response); Teacher Effectiveness; Teacher Evaluation; School Supervision; Social Influences; Israel + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Work performance; Arbeitsleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Schulaufsicht; Sozialer Einfluss
Abstract	The current study examines the mutual discrete emotions among superiors and their above- and below-average workers within a hierarchical organisation (school). Using a survey method within a random sample of 40 elementary schools in Northern Israel, each principal and four of his or her teachers (two who had been appraised as excellent and two who had been appraised as poor-performing) completed two questionnaires which addressed the teachers' perceived performance and emotions toward the principal/teacher. As expected, the above-average teachers were found to be more favourably professionally evaluated by their superiors than the poor-performing ones. The principals expressed very positive emotions toward them. These highly regarded workers shared mutually positive feelings and similar teacher performance appraisals with their principals. In contrast with the principals' evaluations, the below-average teachers perceived their own performance as very good. Unlike the teachers' mainly positive feelings, the principals experienced mixed emotions. The lower intensity of emotional "tone" reflects the principals' hesitation about taking any action which might lead to a deterioration in relationships with these teachers. The discussion proposes the theoretical framework of a vicious circle, in which the principal's undelivered direct feedback does not reach the teacher, who mistakenly believes that if nothing is said everything is all right, and therefore maintains his or her high self-esteem and poor performance. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10