A study of teachers' perceptions of the *evaluation process

Abstract

This qualitative study examined the methods, philosophies, implications, and effects of the teacher evaluation process (TEP) on individual teachers by studying Jewish day school teachers' experiences, perceptions, and opinions of TEP via an open-ended interview format. "Snowball sampling" was utilized for gathering participants, as the method is useful for accessing difficult to find populations and has the intent to identify concepts rather than to make generalizations. The research examined the relationship between the strategies and standards that Jewish day schools use to evaluate teachers and the evaluation strategies that teachers would prefer; teachers' perceptions of the effectiveness of their evaluation processes based on utility, propriety, feasibility, accuracy of principles, and how these have influenced teaching methods; and potential differences between the novice and experienced teacher regarding the TEP. The results revealed that regardless of their years of experience, teachers generally held negative perceptions of the teacher evaluation process and their evaluators. Teachers indicated that the evaluation process lacks clear, objective criteria and is perceived as harassment. Less experienced teachers expressed more negative feelings about both the evaluation process and their evaluators than did experienced teachers, yet they received more positive feedback than the experienced teachers. While novice teachers expressed a need more guidance and support, more experienced teachers conveyed a need for evaluations that are adapted to their greater ability for self-reflection and independent development.