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

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

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18

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

10.1080/15700763.2021.1983846

1570-0763
1744-5043

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

2023

EJ1386573