Teacher evaluation is myth or reality for teaching innovation

Abstract

Many teachers have a culturally learned negative perception of teacher evaluation. The objective of this research is to measure teachers' perceptions regarding the evaluation of pedagogical performance, as a basis for educational innovation. Teachers are influenced by negative cultural learning and/or internal fears of evaluation. Research methodology: the design is quantitative, non-experimental, the data collection is transactional with a piloted instrument that contains 136 variables in three axes: evaluation of the professional teaching service, commitment and labor innovation, and quality of teaching. Randomly 392 teachers are measured. The analysis is descriptive; Correlational and Principal Components. The conclusions reflect the current educational paradigm, unfavorable learned attitudes towards evaluation and fear of being exposed with evaluations, arguing that they focus on theory and omit professional praxis. Contribution of results. The relevance of evaluating teaching work is underlined, as support for teaching-learning innovations towards new hybrid pedagogical models. Teacher training focuses on changing positive attitudes towards job evaluation, as a factor "ä priori" for educational innovation. The importance of motivating teaching commitment and research to innovate learning models by transforming post-pandemic paradigms.