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The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy

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Title: The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy
Language: English
Authors: Mireles-Rios, Rebeca, Becchio, John A.
Source: Journal of School Leadership. Jul 2018 28(4):462-487.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Teacher Evaluation, Teacher Administrator Relationship, Feedback (Response), Evaluators, Self Efficacy, Teacher Improvement, Instructional Leadership, Coaching (Performance), Observation, Teacher Supervision, Academic Achievement, High School Teachers, Principals
Geographic Terms: California
DOI: 10.1177/105268461802800402
ISSN: 1052-6846
Abstract: The teacher evaluation process provides opportunity for instructional feedback and teacher improvement, but also may influence the beliefs teachers have about the quality of their own work and their confidence levels as a teacher. Self-efficacy plays a vital role in determining teacher effectiveness and the students' academic experience, but little is known about the impact the teacher evaluation process has on teacher self-efficacy. Interview data from 28 high school teachers indicated that the pre-observation meeting has potential to significantly benefit teachers. In addition, feedback from administrators that included both strengths and weaknesses during the post-observation phase seemed to have the most influence on teachers' self-confidence. Implications of this study's findings were provided and may be useful for administrators to conduct teacher evaluations in a manner that serves to enhance teacher self-efficacy.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1278834
Database: ERIC
FullText Text:
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  Data: The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. Jul 2018 28(4):462-487.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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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="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supervision%22">Teacher Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1177/105268461802800402
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  Data: 1052-6846
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  Data: The teacher evaluation process provides opportunity for instructional feedback and teacher improvement, but also may influence the beliefs teachers have about the quality of their own work and their confidence levels as a teacher. Self-efficacy plays a vital role in determining teacher effectiveness and the students' academic experience, but little is known about the impact the teacher evaluation process has on teacher self-efficacy. Interview data from 28 high school teachers indicated that the pre-observation meeting has potential to significantly benefit teachers. In addition, feedback from administrators that included both strengths and weaknesses during the post-observation phase seemed to have the most influence on teachers' self-confidence. Implications of this study's findings were provided and may be useful for administrators to conduct teacher evaluations in a manner that serves to enhance teacher self-efficacy.
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  Data: EJ1278834
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        Value: 10.1177/105268461802800402
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      – Text: English
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        StartPage: 462
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      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Evaluators
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Observation
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      – SubjectFull: Teacher Supervision
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      – SubjectFull: Academic Achievement
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      – SubjectFull: High School Teachers
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      – SubjectFull: Principals
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      – SubjectFull: California
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