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ERIC Number: EJ1170243
Record Type: Journal
Publication Date: 2018-Feb
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1874-8597
Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts
Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander
Educational Assessment, Evaluation and Accountability, v30 n1 p47-70 Feb 2018
This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in "Educational Assessment," 21(2), 120-134, 2016). TEES is a multi-informant assessment designed to measure teachers' and school administrators' experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators' experiences with teacher evaluation are more favorable than teachers' experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: S374A120060