Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Autor/inn/en	Krasniqi, Drilon; Ismajli, Hatixhe
Titel	Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills
Quelle	In: International Electronic Journal of Elementary Education, 15 (2022) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Krasniqi, Drilon) ORCID (Ismajli, Hatixhe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Teacher Evaluation; Self Efficacy; Classroom Techniques; Teacher Effectiveness; Academic Achievement; Skill Development; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Self Concept Measures; Kosovo; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Self-efficacy; Selbstwirksamkeit; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01