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ERIC Number: EJ1138044
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1360-3124
School Principals' Views of Teacher Evaluation Policy: Lessons Learned from Two Empirical Studies
Flores, Maria Assunção; Derrington, Mary Lynne
International Journal of Leadership in Education, v20 n4 p416-431 2017
Teacher evaluation accountability policies are emerging worldwide. This study examines principals' perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal; United States