Reframing Teacher and School Leader Evaluation: A Growth- and Motivation-Oriented Model for Developmental Accountability
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| Title: | Reframing Teacher and School Leader Evaluation: A Growth- and Motivation-Oriented Model for Developmental Accountability |
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| Language: | English |
| Authors: | Irma Ferencz, Strătilă Sorin Dorin (ORCID |
| Source: | International Journal of Educational Management. 2026 40(5):995-1006. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Teacher Evaluation, Administrator Evaluation, Evaluation Methods, School Administration, Leadership, Educational Administration, Accountability, Documentation, Human Resources, Personnel Management, Language Minorities |
| DOI: | 10.1108/IJEM-03-2026-0384 |
| ISSN: | 0951-354X 1758-6518 |
| Abstract: | Purpose: This paper examines the limitations of documentation-based evaluation systems for teachers and school leaders, which often prioritize procedural compliance over the relational and motivational dimensions of professional practice. It aims to develop a more growth- and motivation-oriented approach to evaluation within post-transitional educational contexts. Design/methodology/approach: The paper adopts a conceptual and reflective approach grounded in long-term professional experience and informed by relevant literature, including strategic human resource management and self-determination theory. Rather than presenting empirical findings, the paper develops a theoretical and practice-informed framework that reconceptualizes evaluation as a developmental and self-regulating process. Findings: The paper argues that highly formalized and documentation-driven evaluation systems may have limited developmental impact and can weaken intrinsic motivation and professional agency when they are insufficiently integrated into broader human resource practices. Research limitations/implications: As a conceptual and reflective contribution, the arguments advanced are context-sensitive and require further empirical research to test, refine, and validate the proposed framework across diverse educational settings. Practical implications: The paper proposes a self-regulating, growth- and motivation-oriented evaluation cycle that integrates multi-dimensional assessment, meaningful differentiation, motivational alignment, consequence architecture, and recursive re-evaluation, offering a structured perspective for school leaders and policymakers. Originality/value: By reframing evaluation as a continuous developmental process rather than a static scoring event, the paper contributes an integrated conceptual model that connects accountability, motivation, and organizational learning in context-sensitive educational environments. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1512091 |
| Database: | ERIC |
| Abstract: | Purpose: This paper examines the limitations of documentation-based evaluation systems for teachers and school leaders, which often prioritize procedural compliance over the relational and motivational dimensions of professional practice. It aims to develop a more growth- and motivation-oriented approach to evaluation within post-transitional educational contexts. Design/methodology/approach: The paper adopts a conceptual and reflective approach grounded in long-term professional experience and informed by relevant literature, including strategic human resource management and self-determination theory. Rather than presenting empirical findings, the paper develops a theoretical and practice-informed framework that reconceptualizes evaluation as a developmental and self-regulating process. Findings: The paper argues that highly formalized and documentation-driven evaluation systems may have limited developmental impact and can weaken intrinsic motivation and professional agency when they are insufficiently integrated into broader human resource practices. Research limitations/implications: As a conceptual and reflective contribution, the arguments advanced are context-sensitive and require further empirical research to test, refine, and validate the proposed framework across diverse educational settings. Practical implications: The paper proposes a self-regulating, growth- and motivation-oriented evaluation cycle that integrates multi-dimensional assessment, meaningful differentiation, motivational alignment, consequence architecture, and recursive re-evaluation, offering a structured perspective for school leaders and policymakers. Originality/value: By reframing evaluation as a continuous developmental process rather than a static scoring event, the paper contributes an integrated conceptual model that connects accountability, motivation, and organizational learning in context-sensitive educational environments. |
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| ISSN: | 0951-354X 1758-6518 |
| DOI: | 10.1108/IJEM-03-2026-0384 |
