Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments

Autor/in	Lane, John L.
Titel	Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments
Quelle	In: Leadership and Policy in Schools, 22 (2023) 2, S.509-526 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1983846
Schlagwörter	Teacher Evaluation; Educational Policy; Principals; Administrator Characteristics; Teacher Attitudes; Educational Environment; Role Perception; Knowledge Level; Teacher Administrator Relationship; Instruction; Scores; Instructional Leadership; Accountability; Affordances; Middle Schools; Ethnography; Educational Legislation; Federal Legislation; Michigan + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Principal; Schulleiter; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Role conception; Rollenverständnis; Wissensbasis; Teaching process; Unterrichtsprozess; Instruction; Leadership; Bildung; Erziehung; Führung; Verantwortung; Middle school; Mittelschule; Mittelstufenschule; Ethnografie; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Based extensive fieldwork and interviews, this study explains teacher evaluation policy enactment as shaped by three conditions: (1) a principal's backgrounds, role perceptions, knowledge of instruction, and interactions with teachers; (2) teachers' perspectives; and (3) environmental demands. Notably, principals may lack the backgrounds, knowledge of teaching, role perceptions, and established interactional routines to engage teachers about their instruction in evaluative contexts. Furthermore, the teachers' press to earn high evaluation scores may inhibit instructional leadership, as teachers become focused on the accountability aspects of evaluation rather than on the affordances of evaluation reforms to help them improve. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01