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Teacher Evaluations and Contextualized Self-Efficacy: Classroom Management, Instructional Strategies and Student Engagement

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Title: Teacher Evaluations and Contextualized Self-Efficacy: Classroom Management, Instructional Strategies and Student Engagement
Language: English
Authors: Mireles-Rios, Rebeca, Becchio, John A., Roshandel, Shadi
Source: Journal of School Administration Research and Development. Sum 2019 4(1):6-17.
Availability: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Teacher Evaluation, Feedback (Response), Self Efficacy, Classroom Techniques, Teaching Methods, Teaching Skills, Learner Engagement, High School Teachers, High Schools, Administrator Role, Classroom Environment, Peer Influence
Geographic Terms: California
ISSN: 2470-8496
Abstract: Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228613
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teacher Evaluations and Contextualized Self-Efficacy: Classroom Management, Instructional Strategies and Student Engagement
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  Data: <searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink><br /><searchLink fieldCode="AR" term="%22Becchio%2C+John+A%2E%22">Becchio, John A.</searchLink><br /><searchLink fieldCode="AR" term="%22Roshandel%2C+Shadi%22">Roshandel, Shadi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Administration+Research+and+Development%22"><i>Journal of School Administration Research and Development</i></searchLink>. Sum 2019 4(1):6-17.
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  Data: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
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  Data: Y
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 2470-8496
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.
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  Data: 2019
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  Data: EJ1228613
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 6
    Subjects:
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Teacher Evaluations and Contextualized Self-Efficacy: Classroom Management, Instructional Strategies and Student Engagement
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            NameFull: Mireles-Rios, Rebeca
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            NameFull: Becchio, John A.
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            NameFull: Roshandel, Shadi
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              Type: published
              Y: 2019
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