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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
Language: English
Authors: Irma Ferencz, Strătilă Sorin Dorin (ORCID 0009-0002-2738-6778), Anișoara Duică
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
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  Data: Reframing Teacher and School Leader Evaluation: A Growth- and Motivation-Oriented Model for Developmental Accountability
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  Data: <searchLink fieldCode="AR" term="%22Irma+Ferencz%22">Irma Ferencz</searchLink><br /><searchLink fieldCode="AR" term="%22Strătilă+Sorin+Dorin%22">Strătilă Sorin Dorin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2738-6778">0009-0002-2738-6778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anișoara+Duică%22">Anișoara Duică</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2026 40(5):995-1006.
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  Data: 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
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Evaluation%22">Administrator Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Resources%22">Human Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Personnel+Management%22">Personnel Management</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink>
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  Data: 10.1108/IJEM-03-2026-0384
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  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
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  Data: 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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    Subjects:
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Administrator Evaluation
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: School Administration
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      – SubjectFull: Leadership
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      – SubjectFull: Educational Administration
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      – SubjectFull: Accountability
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      – SubjectFull: Documentation
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      – SubjectFull: Human Resources
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      – SubjectFull: Personnel Management
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      – SubjectFull: Language Minorities
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      – TitleFull: Reframing Teacher and School Leader Evaluation: A Growth- and Motivation-Oriented Model for Developmental Accountability
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            NameFull: Strătilă Sorin Dorin
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