ERIC Number: EJ1130149
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana
Ford, Timothy G.; Van Sickle, Mary Elizabeth; Clark, Lynn V.; Fazio-Brunson, Michelle; Schween, Dorothy C.
Educational Policy, v31 n2 p202-248 Mar 2017
Currently, a significant number of states are in the process of implementing a high-stakes teacher evaluation (HSTE) system. In many ways, Louisiana's teacher evaluation system, "Compass," is typical of the models that many states have adopted. This article reports the experiences of 37 elementary teachers from five districts across Louisiana after their first 2 years under this system. It is through the multiple lenses of teacher support, autonomy, self-efficacy, and satisfaction that we sought to understand how "Compass" has shaped teachers' motivation for improvement as well as their continued commitment to the teaching profession. Analysis of longitudinal interview data reveals a widespread lack of support for change in the form of self-efficacy building experiences--particularly vicarious experiences--for teachers. As a result, many teachers experienced, by the second year, significant negative arousal events and profound losses of satisfaction and commitment to the profession--this despite most being rated as "highly effective."
Descriptors: Self Efficacy, Teacher Attitudes, Teacher Motivation, Longitudinal Studies, Teacher Evaluation, Elementary School Teachers, School Districts, Teacher Improvement, Value Added Models, Role, Professional Autonomy, Statistical Analysis, Educational Policy, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Louisiana
Grant or Contract Numbers: N/A