Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State

Autor/inn/en	Mintz, Jessica A.; Kelly, Angela M.
Titel	Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State
Quelle	In: Educational Policy, 35 (2021) 1, S.3-40 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mintz, Jessica A.) ORCID (Kelly, Angela M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818810520
Schlagwörter	Science Teachers; Science Instruction; Teacher Motivation; Educational Policy; High Stakes Tests; Administrator Attitudes; Teacher Attitudes; Accountability; Secondary Education; Job Satisfaction; Incentives; Teacher Competencies; Teacher Effectiveness; Exit Examinations; High School Students; State Standards; Standardized Tests; Teacher Evaluation; New York; New York State Regents Examinations + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Politics of education; Bildungspolitik; Lehrerverhalten; Verantwortung; Sekundarbereich; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Anreiz; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Final examination; Abschlussprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Teacher appraisal; Lehrerbeurteilung
Abstract	This qualitative case study explored the teachers' and administrators' perceptions of a newly implemented teacher evaluation policy in a high-stakes testing state, and how this policy impacted their motivation. Five science teachers and their immediate supervisors were interviewed, and their perceptions were analyzed through motivational theories of incentivizing career behaviors. Findings suggest the overarching goal of improving teacher practice through accountability was facilitated by intrinsic motivation and challenged by weaknesses in policy design. These tensions could be mediated by localized control that improves stakeholder agency, peer learning communities, and the adoption of more reliable evaluation metrics. Implications for teacher buy-in of evaluation policy are discussed. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01