The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy
Saved in:
| 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 |
| 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. |
|---|---|
| ISSN: | 1052-6846 |
| DOI: | 10.1177/105268461802800402 |
