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ERIC Number: EJ1177403
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0726-416X
Teachers' Appraisal and Its Impact on Their Perceived Effectiveness and Efficacy Beliefs: The Case of Primary Teachers in Israel
Gaziel, Haim H.; Ifanti, Amalia A.
Curriculum and Teaching, v29 n1 p37-52 2014
This study seeks to explore the effectiveness of teachers' appraisal programs as perceived by teachers in primary schools in Israel and to examine teachers' appraisal effects upon their feelings of self-efficacy. More specifically, 290 teachers from 30 primary schools in Israel, where a systematic appraisal system exists, received two sorts of questionnaires: the first one was concerned with the overall perceived effectiveness of teachers' appraisal and the other one was investigating teachers' efficacy beliefs. Research findings revealed that, according to teachers' perceptions, an effective teaching evaluation system reflects more on teaching, applies fair assessment of teachers' performance, helps teachers improve their effectiveness, understands the teaching process and applies a feedback evaluation by trustworthy appraiser. As a result, the principal or the school supervisor, who takes an active formative appraisal and cares for teachers' improvement, supports teachers and strengthens their efficacy beliefs.
James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A