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The Impact of the Teacher Evaluation System on Teacher Self-efficacy

Johnson, Jennifer
http://orcid.org/0000-0003-4918-6072
http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452

Abstract Details

2021, Doctor of Education, Miami University, Educational Leadership.
This dissertation was intended to answer questions focused on the impact of the current teacher evaluation system on teacher self-efficacy. Data was gathered using three different data sources. First, semi-structured individual interviews were conducted with teachers who were evaluated on full cycle for the 2020-2021 school year. Second, observations were conducted during the post -observation conference between the educator and the evaluator. Finally, the educators in the sample group were asked to keep a reflection journal during one observation cycle. This phenomenological study was conducted to help understand the commonalities and differences in the lived experience within this particular group. The fundamental goal of the approach is to arrive at a description of the nature of the particular phenomenon (Creswell, 2013). Ohio’s Teacher Evaluation System aims to be a professional growth model and is intended to be used to continually assist educators in improving teacher performance. Evaluation can potentially enhance a teacher's belief in their self-efficacy by being a tool for improving staff development to increase teacher enthusiasm and teaching efficacy (Finnegan, 2013). From the interviews, the educators shared their experiences which allowed three ideas to surface. First, the experience of an educator with the current teacher evaluation system depends on the educator’s position, the evaluator’s knowledge, and the relationship between the educator and the evaluator. Second, these educators don’t rely on the current evaluation system to measure their effectiveness. A final theme emerged to describe the idea that even with an agreed upon Collective Bargaining Agreement outlines the process, the experience of each educator varies because each evaluator has his or her own style used to provide feedback. Additional themes emerged from the post-observation conferences including, questions asked by the evaluator, evaluator feedback given, areas of refinement and reinforcement provided and next steps in the process. Teachers seek more than a rating from the evaluation process. My hope is this research can be applied to current evaluation practices to help teachers increase their self-efficacy and in turn positively impact teaching practices.
Lucian A. Szlizewski, Dr. (Advisor)
Amity Noltemeyer, Dr. (Committee Member)
Joel Malin, Dr. (Committee Member)
125 p.
Education
teacher evaluation; teacher self-efficacy; self-efficacy; evaluation

Recommended Citations

Citations

  • Johnson, J. (2021). The Impact of the Teacher Evaluation System on Teacher Self-efficacy [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452

    APA Style (7th edition)

  • Johnson, Jennifer. The Impact of the Teacher Evaluation System on Teacher Self-efficacy . 2021. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452.

    MLA Style (8th edition)

  • Johnson, Jennifer. "The Impact of the Teacher Evaluation System on Teacher Self-efficacy ." Doctoral dissertation, Miami University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452

    Chicago Manual of Style (17th edition)

miami1628686324368452
653
© 2021, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.
Release 3.2.12