TY - JOUR
T1 - ‘Try walking in my shoes’
T2 - teachers’ interpretation of student perception surveys and the role of self-efficacy beliefs, perspective taking and inclusivity in teacher evaluation
AU - Finefter-Rosenbluh, Ilana
PY - 2020
Y1 - 2020
N2 - For decades, policymakers deliberated whether student perception surveys (SPS) should include a component of teacher evaluation programmes in schools. However, much research has focused on SPS’ reliability and validity, and little is known about teachers’ interpretation of SPS or what preparation should be instituted before administering such surveys. Guided by a qualitative descriptive/interpretive approach, this paper draws upon 20 teacher interviews from different public schools in 14 US states. Teachers’ understanding of SPS appeared to provide insight into their self-efficacy beliefs in accountability-driven systems. Taking the perspective of principals illustrated teachers’ valuing SPS mostly as formative assessment. SPS also stood as isolated voice-based forms of evaluation, offering limited understanding of the educational processes when disconnected from an inclusive 360-degree feedback culture, grounded in principles of reciprocity and even-handedness. The paper holds promise for policymakers, implementers and educators seeking to buttress support for the use of voice initiatives in schools.
AB - For decades, policymakers deliberated whether student perception surveys (SPS) should include a component of teacher evaluation programmes in schools. However, much research has focused on SPS’ reliability and validity, and little is known about teachers’ interpretation of SPS or what preparation should be instituted before administering such surveys. Guided by a qualitative descriptive/interpretive approach, this paper draws upon 20 teacher interviews from different public schools in 14 US states. Teachers’ understanding of SPS appeared to provide insight into their self-efficacy beliefs in accountability-driven systems. Taking the perspective of principals illustrated teachers’ valuing SPS mostly as formative assessment. SPS also stood as isolated voice-based forms of evaluation, offering limited understanding of the educational processes when disconnected from an inclusive 360-degree feedback culture, grounded in principles of reciprocity and even-handedness. The paper holds promise for policymakers, implementers and educators seeking to buttress support for the use of voice initiatives in schools.
KW - Teacher evaluation
KW - student perception surveys
KW - student voice
KW - perspective taking
KW - 360-degree feedback
KW - teacher self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85087121099&partnerID=8YFLogxK
U2 - 10.1080/0305764X.2020.1770692
DO - 10.1080/0305764X.2020.1770692
M3 - Article
AN - SCOPUS:85087121099
VL - 50
SP - 747
EP - 769
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
SN - 0305-764X
IS - 6
ER -