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Relationship between Teacher Self-Ef...

Pisciotta, Summer.

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Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process./
Author:	Pisciotta, Summer.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3615125
ISBN:	9781303809095

Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process.
Pisciotta, Summer.

Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process. - 169 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Changes in state laws led the education system personnel in Arizona to reconsider how they assess students, teachers, and administrators. Higher expectations for teacher and student performance and a budget deficit at schools resulted in evaluations being a focal point in teacher contract renewal. The purpose of this qualitative case study was to examine the relationship between teacher self-efficacy and the teacher evaluation process at an elementary school. Social cognitive theory provided the framework for this study. Data were collected from 7 participants through an anonymous, online questionnaire with open-ended questions. Perceptions of the teacher evaluation process were analyzed as they related to teacher self-efficacy towards improving performance and increasing student achievement. The research questions were focused on beliefs about the district's evaluation process and instrument and how these increase self-efficacy. Responses were analyzed and coded into the number of times each participant noted the purpose of the evaluation. Themes emerged including the quantity of evaluations per year, feedback received, and motivational factors. Feedback received was not the motivating factor for professional growth. Classroom management professional development was recommended for professional success. This study leads to positive social change by providing district-wide teachers opportunities to increase student academic success and may increase teacher self-efficacy through the process of reflection, receiving feedback from peers, and developing professional goals that align with the school goals. The research findings can inform state education policymakers, superintendents, and principals, as well as educators from both public and private schools, on the benefits of aligning professional development trainings to teacher evaluation instruments.

ISBN: 9781303809095Subjects--Topical Terms:

1669638
Education, Evaluation.

Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process.
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245 1 0 $a Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Miranda Jennings.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Changes in state laws led the education system personnel in Arizona to reconsider how they assess students, teachers, and administrators. Higher expectations for teacher and student performance and a budget deficit at schools resulted in evaluations being a focal point in teacher contract renewal. The purpose of this qualitative case study was to examine the relationship between teacher self-efficacy and the teacher evaluation process at an elementary school. Social cognitive theory provided the framework for this study. Data were collected from 7 participants through an anonymous, online questionnaire with open-ended questions. Perceptions of the teacher evaluation process were analyzed as they related to teacher self-efficacy towards improving performance and increasing student achievement. The research questions were focused on beliefs about the district's evaluation process and instrument and how these increase self-efficacy. Responses were analyzed and coded into the number of times each participant noted the purpose of the evaluation. Themes emerged including the quantity of evaluations per year, feedback received, and motivational factors. Feedback received was not the motivating factor for professional growth. Classroom management professional development was recommended for professional success. This study leads to positive social change by providing district-wide teachers opportunities to increase student academic success and may increase teacher self-efficacy through the process of reflection, receiving feedback from peers, and developing professional goals that align with the school goals. The research findings can inform state education policymakers, superintendents, and principals, as well as educators from both public and private schools, on the benefits of aligning professional development trainings to teacher evaluation instruments.
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