Do Principals Really Know What Their Teachers Believe about Evaluation? Exploring Principals' Reactions to Teachers' Beliefs in the United States

Autor/inn/en	Derrington, Mary Lynne; Jackson, Toni; Campbell, John W.
Titel	Do Principals Really Know What Their Teachers Believe about Evaluation? Exploring Principals' Reactions to Teachers' Beliefs in the United States
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 6, S.1340-1361 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Derrington, Mary Lynne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211051915
Schlagwörter	Principals; Administrator Attitudes; Knowledge Level; Teacher Evaluation; Check Lists; Observation; Models; Beliefs + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Wissensbasis; Teacher appraisal; Lehrerbeurteilung; Checkliste; Beobachtung; Analogiemodell; Belief; Glaube
Abstract	This study explored principals' reactions to findings from a survey regarding their teachers' evaluation beliefs. As participants in a longitudinal study, these principals were invited to focus group meetings to discuss the teacher survey data, which were sent to them for review prior to the meetings. They were asked to consider data that were puzzling, surprising, inconsistent, or consistent with their perceptions of conducting teacher evaluation. The focus group data were analyzed using the Johari Window, consisting of four domains of awareness. Based on the Johari Window analysis, principals shared teachers' awareness of a checklist approach to observations but maintained different beliefs about a checklist's intentions and efficiencies. Principals were unaware of or disagreed with the following teacher beliefs: (a) principal feedback is marginally effective for teachers' instructional improvement, (b) the evaluation ratings are applied unfairly, and (c) too much of principals' time is allotted to the evaluation process. This study illustrates that principals and teachers have contradictory beliefs regarding the practice and value of teacher evaluation. The researchers suggest that principals should consider applying the Johari Window construct to reveal and explore teacher perceptions that could hinder an effective supervision and evaluation process. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01