How Contextual Factors Influence Teacher Perceptions of Teacher Evaluation Implementation

Abstract

Teacher evaluation systems often have the dual purposes of evaluating and developing teachers, and educators bring various perspectives to the process. These complexities need to be addressed for teacher evaluation to result in improved classroom practices. This study explored teacher perceptions (n = 1991) of an accountability-based teacher evaluation system in Connecticut. The study examined the influence of context on respondents’ answers to questions about feedback frequency, content, and characteristics; evaluator credibility; and professional development resources. Findings include differences in teacher responses based upon school setting, school levels, and subject matter taught, which have implications for leaders and policy makers.

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