Principals’ implementation of teacher evaluation and its relationship to intended purpose, perceived benefits, training and background variables

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-01-02 DOI:10.1080/0969594X.2023.2166461

Barbara Fresko, Irit Levy-Feldman

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引用次数: 3

Abstract

ABSTRACT Teacher evaluation has evolved from a task used for administrative decisions to an activity whose main goal is the enhancement of student learning and well-being through the improvement of instruction. The actual implementation of teacher evaluation by school principals will determine greatly the extent to which it can achieve this goal. An attempt was made to examine how principals’ implementation of teacher evaluation was related to their reasons for evaluating (formative or summative), their perceptions of its benefits, their preparation for the evaluator role, and several background variables. Data were gathered by questionnaire from 219 school principals in Israel. Findings indicated that evaluating for improvement rather than for administrative reasons, believing teacher evaluation to benefit school functioning, and feeling adequately trained for the task significantly predicted fuller implementation of the teacher evaluation model. Implications of the findings for preparing and supporting school principals in their role as evaluators is discussed.

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校长实施教师评价及其与预期目的、感知利益、培训和背景变量的关系

教师评价已经从一项用于行政决策的任务演变为一项活动，其主要目标是通过改进教学来增强学生的学习和福祉。校长教师评价的实际实施将在很大程度上决定其能否实现这一目标。本研究试图考察校长实施教师评价与他们评价的原因(形成性或总结性)、他们对评价的好处的看法、他们为评价者角色所做的准备以及几个背景变量之间的关系。通过问卷调查的方式收集了以色列219所学校校长的数据。研究结果表明，为了改进而不是为了行政原因进行评估，相信教师评估有利于学校运作，并感到对任务进行了充分的培训，显著地预测了教师评估模型的更充分实施。研究结果对准备和支持学校校长作为评估者的角色的意义进行了讨论。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.