Assessing teacher innovations: expert versus peer ratings

Abstract

PurposeThe growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?”Design/methodology/approachInnovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality.FindingsExpert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality.Originality/valueThe paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.

Propiedades psicométricas de la Escala de Personalidad Proactiva en profesores de escuelas de Lima (Perú)

“…La personalidad proactiva de los profesores es una variable que puede ayudarles a generar experiencias educativas positivas y enfrentar adecuadamente los desafíos que se presentan en el ámbito educativo (Arcila Franco & Guarín Jurado, 2015;Chand et al, 2020;Kim & Park, 2017;Zahoor, 2018;Zheng et al, 2020). De ahí, la importancia de contar con una medida que ayude a identificar a los profesores que tienen conductas proactivas y a los que requieran desarrollarlas.…”

“…Una enseñanza optima requiere profesores con cualidades como la innovación, el dinamismo, la motivación, la entereza, la confianza, el liderazgo, la responsabilidad y el optimismo, entre otras (Barrientos, 2016). Un profesor con estos atributos es proactivo y competitivo, tanto a nivel personal como profesional, y estará motivado y comprometido para contribuir al éxito escolar de sus estudiantes y al mejoramiento educativo (Arcila Franco & Guarín Jurado, 2015;Chand et al, 2020). En ese sentido, resulta de interés poner énfasis en el fomento de la proactividad del profesorado para que desarrolle una experiencia positiva de servicio con los estudiantes (Zahoor, 2018).…”

“…Como se ha expuesto, la personalidad proactiva es una característica que puede optimizar la labor de los profesores en las escuelas (Chand et al, 2020;Zahoor, 2018). Entonces, resulta conveniente identificar a los docentes que tienen esta conducta y a los que necesitan desarrollarla.…”

A Systematic Review of Creative Self-Efficacy Literature in Education

“…We further identified 14 studies that investigated the relationships between teachers and CSE. In these studies, the relationships between CSE and perceived teacher/school support (Chang et al, 2016;Hartley et al, 2016;Liu et al, 2021); CSE and teachers' creative role identity and encouraging creativity (Cayirdag, 2017;; CSE and teacher expectations and evaluations (Beghetto & Baxter, 2012;Karwowski et al, 2015); CSE and expectations from teachers ; CSE and teacher competencies (Chang, 2018;Ovbiagbonhia et al, 2020); CSE and teachers' personal characteristics (Chand et al, 2020;Katz-Buonincontro at al., 2020a); CSE and teachers' creative behaviors (Gaziel at al., 2018;Lingke & Chang, 2019).…”

Why teaching innovation matters: Evidence from a pre- versus peri-COVID-19 pandemic comparison of student evaluation data

“…Due to the national lockdown and social distancing measures, higher education institutions have been forced to undergo significant transformation, adopt innovative ways of remote teaching and learning using up-to-date digital technologies for knowledge delivery, and renew their business models in order to adapt to difficulties and challenges posed by the ongoing COVID-19 pandemic ( Albers-Miller et al, 2001 ; Dwivedi et al, 2020 ; Toquero, 2020 ; Bygstad et al, 2022 ). As a result, many higher education units have encouraged their faculty to improve their teaching performance through educational innovations ( Yin et al, 2017 ; Cao et al, 2020 ; Chand et al, 2020 ). That is, the higher education systems across the world need to invest in the professional development of teachers, especially effective pedagogy and information and communications technology, considering the present COVID-19 scenario.…”