How principals identify low-performing teachers in public schools? Evidence from Chile

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-12-01 DOI:10.2478/jped-2023-0009

Felipe Aravena

引用次数: 0

Abstract

Abstract This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.

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校长如何识别公立学校中表现不佳的教师？来自智利的证据

摘要本研究旨在探讨校长如何判断其员工中是否有成绩差的教师。研究人员对智利公立学校的 24 名校长进行了半结构化访谈。定性研究采用归纳法、访谈法和内容分析法来探讨研究问题。校长们主要依靠三个信息来源来识别表现不佳的教师：校长和高级领导进行的课堂观察、家长的投诉和学生的评价。然而，即使是在同一校区，也没有一种识别低效教师的通用方法。本研究首次从校长的角度报告了智利低绩效教师的情况。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.