An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee

Autor/inn/en	Rodriguez, Luis A.; Gegenheimer, Karin; Springer, Matthew G.
Titel	An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee
Quelle	In: Journal of Education Human Resources, 41 (2023) 2, S.251-292 (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3138/jehr-2021-0050
Schlagwörter	Teacher Evaluation; Evaluation Methods; Teacher Attitudes; School Districts; Tenure; Teacher Effectiveness; Educational Policy; Feedback (Response); Educational Change; State Surveys; Comparative Analysis; Teacher Characteristics; Factor Analysis; Institutional Characteristics; Middle School Teachers; High School Teachers; Elementary School Teachers; Race; Ethnicity; Gender Differences; Teaching Experience; Teacher Qualifications; Age Differences; English Language Learners; Minority Group Students; Special Needs Students; Tennessee + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; School district; Schulbezirk; Amtszeit; Beschäftigungsdauer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Bildungsreform; Faktorenanalyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Elementary school; Grundschule; Volksschule; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Lehrqualifikation; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf
Abstract	The utility of teacher evaluation depends on meaningful teacher engagement with evaluation processes. However, critics of traditional tenure policies suggest that tenure nullifies teacher engagement with practices to improve performance. This study investigates whether tenured teachers exhibit perceptions that reflect disengagement with evaluation and feedback and whether perceptions of evaluation vary based on teachers having received tenure under a reformed system that restricts lifetime protections conditional on continual high evaluation scores. Using statewide administrative and survey data from Tennessee, the study employs propensity score methods to isolate differences in perceptions between comparable groups of tenured and untenured teachers. Results show that tenured teachers report more negative perceptions of evaluation in their district; however, this difference is concentrated among those who received permanent tenure status prior to the reformed tenure system. The study concludes by discussing implications and directions for future research. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01