Teacher Perceptions of Performance Evaluation and Teacher Self Efficacy in Illinois Public Elementary and Middle Schools
Teacher Perceptions of Performance Evaluation and Teacher Self Efficacy in Illinois Public Elementary and Middle Schools

Author: Amy Marks

Publisher:

Published: 2016

Total Pages: 122

ISBN-13: 9781369537741

DOWNLOAD EBOOK

This quantitative dissertation explored the association between teacher self-efficacy and teacher perceptions of the Illinois teacher performance evaluation process. It also examined how the teacher evaluation system's procedures, the evaluative feedback received by the teacher, and the context of the evaluation process related to teacher self-efficacy in the areas of student engagement, instructional strategies, and classroom management. Teachers from two different Illinois suburban public elementary school districts were surveyed. One school district employed the Charlotte Danielson Model and the other a more traditional evaluation model. The study results showed teachers who reported using a high quality teacher evaluation process also reported greater levels of self-efficacy. An association was not found among teacher perceptions of the evaluation system's procedures, evaluative feedback received, the context of the evaluation and self-efficacy in student engagement. An association was found between perceptions of the evaluation procedures and a teacher's reported self-efficacy in instructional strategies. A similar association was not found between the quality of evaluative feedback and teacher perceptions of self-efficacy in instructional strategies. Also, no associations were found among teacher perceptions of the evaluation system's procedures, evaluative feedback received, the context of the evaluation and self-efficacy in classroom management. The first exploratory research question found the type of performance evaluation tool used in the district does not impact teacher perceptions of self-efficacy. The second exploratory research question found significant differences in teacher perceptions of various aspects of performance evaluations depending upon whether a teacher is evaluated using the Danielson Framework or not. Specifically, teachers evaluated with the Danielson Framework have better perceptions of their own personal attributes, evaluation procedures, the quality of feedback received, and the context of the evaluation. This study showed teachers in school districts that implemented the Danielson Model perceived the evaluation procedures, the quality of feedback received, and the context of the evaluation more positively than teachers in school districts that were not utilizing the Danielson Model. Teachers who reported using a high quality teacher evaluation process also reported greater levels of self-efficacy. This was significant because it suggested the quality of the teacher evaluation process quality might be linked to teacher self-efficacy.

A Mixed Methods Case Study
A Mixed Methods Case Study

Author: Charles Edward Stuart

Publisher:

Published: 2017

Total Pages: 250

ISBN-13:

DOWNLOAD EBOOK

Teacher efficacy has been researched for over 30 years, teacher efficacy refers to the beliefs of teachers in their abilities to have an impact on classroom management. Classroom management skills have been proven to be a plaguing aspect of the teaching and learning process over the past century. This study answers question about classroom management as it pertains to teacher perceived self-efficacy in a middle school in central Pennsylvania. The findings have concluded a correlation comparison of teacher self-efficacy to characteristics of classroom management skills. Additionally, it looks at years of teaching experience, the measure of subject matter taught, and the measure of grade level taught years of teacher experience and its relationship to teachers' self-efficacy in classroom management. The earlier findings of Bandura's self-efficacy theory suggested that self-efficacy was one's "beliefs in one's capabilities to organize and execute the course of action required to produce given attainments. This mixed methods study examines a middle school in Pennsylvania and their teachers' responses on the seven subscales of Bandura's instrument Teacher Self-Efficacy Scale: Efficacy to Influence Decision Making, Efficacy to Influence School Resources, Instructional Self-Efficacy, Disciplinary Self-Efficacy, and Efficacy to Enlist Parental Involvement, Efficacy to Enlist Community Involvement and Efficacy to Create a Positive School Climate. Data was collected by using Bandura's modified survey tool and in-depth interviews consisting of teachers at the Central Pennsylvania middle school.

The Perceptions of Elementary School Teachers Regarding Performance-based Evaluations
The Perceptions of Elementary School Teachers Regarding Performance-based Evaluations

Author: Melicety Wilcox-Deatherage

Publisher:

Published: 2014

Total Pages: 59

ISBN-13:

DOWNLOAD EBOOK

The development and implementation of an accurate teacher evaluation system continues to be a controversial topic in public education. Educational researchers study a variety of teacher evaluation systems searching for a fair and balanced method. Policy makers searching for an accurate form of evaluation believe that student achievement data should be included in teacher evaluations. Performance- Based evaluation was created in order to test the effectiveness of teachers and hold them accountable for student achievement, but questions continue to arise as to the validity of this evaluation method. This study examined the perceptions of elementary school teachers on performance-based evaluation. Four research questions were developed based on the components of performance-based evaluation. Nine interview questions were generated to investigate teacher perceptions of teacher evaluation and student achievement, sources of information for teacher evaluation, the accuracy of performance-based evaluation, and types of teacher incentives that may be included as part of performance-based evaluation. Four teachers, two of which currently participate in performance-based evaluations were interviewed. Their responses were coded to discover overarching themes and commonalities. Through the analysis of the responses, this researcher found that teachers are searching for a fair and balanced method of teacher evaluation and believe that performance-based evaluation could be the answer, if it is implemented correctly.