Still Searching for the Evidence? Evidence-based Policy, Performance Pay and Teachers

Farrell, Catherine; Morris, Jonathan

doi:10.1177/0022185608099666

Cited by 6 publications

(3 citation statements)

References 64 publications

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“…According to Adnett (2003), the aim of teacher performance evaluation related to economic incentive is to increase student success and improve basic skills. On the other hand, according to Farrell and Morris (2009) the aim of performance-based payment is that teachers focus on specific subjects and stay in the profession, increase their motivation, and strengthen the school in general. Boyacı (2003) states that teacher performance evaluation enables the structuring of a more qualified education environment, and also it enables the determination of the professional and individual development areas related to teachers and allows the award and promotion system to operate with more objective criteria.…”

Section: Related Literaturementioning

confidence: 99%

Ways to Evaluate Teachers' Professional Performance in the Context of Performance Based Payment Policies

AKSOY¹,

Suderman²

2022

Participatory Educational Research

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The purpose of this research is to analyze the opinions of secondary and high school teachers and administrators regarding the performance evaluation of teachers in the context of performance-based payment policies. In this research, in order to learn about participant views about the subject, basic qualitative research design which is one of the qualitative research methods, was used. The study group is made up of a total of 38 participants, 16 of which were school administrators and 22 teachers from different branches working in secondary and high schools in Gaziantep, Turkey in the academic year of 2018-2019. Maximum variation sampling method as one of the purposive sampling methods was adopted. The data was collected through focus group interviews and individual interviews by using semi-structured interview forms and data were analyzed with content analysis. Based on the research findings, it is understood that most of the teachers and administrators have positive perspectives on performance evaluation process provided that teacher performance evaluation policies are applied democratically. On the other hand, some of the participants showed negative attitude toward the subject. They think that teachers will have difficulty accepting performance system and resist to it. In addition to these findings, participants stated that authorities who will implement this system should be experts in their fields to be able to prevent teachers from experiencing any difficulties. The participants were also asked about the criteria and qualifications to be used in the evaluation of teacher performance, and they offered a variety of ideas that could be applied in teacher performance evaluation system.

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Section: Related Literaturementioning

confidence: 99%

Ways to Evaluate Teachers' Professional Performance in the Context of Performance Based Payment Policies

AKSOY¹,

Suderman²

2022

Participatory Educational Research

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“…For example, in deciding on introducing performance‐related pay in schools in England and Wales, the Labour government perversely failed to follow its own prescriptions on evidence‐based policy despite the lack of evidence on the effectiveness of the change and negative feedback from consultations. It did so for pragmatic reasons, in order to attract new teachers without breaking public sector pay inflation targets (Farrell and Morris ).…”

Section: The Origins Of Evidence‐based Policy‐makingmentioning

confidence: 99%

Obstacles to Evidence‐based Policy‐making in the EU Enlargement Countries: The Case of Skills Policies

Bartlett

2013

Soc Policy Adm

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The global economic crisis has had a significant impact on the EU enlargement region by reducing inflows of external finance. Unemployment has increased in a context of already high long-term and youth unemployment. As governments seek to restrict their budget deficits there will be little scope for much increase in government expenditure in the near future. These effects of the crisis highlight the need for better policy-making in the region, drawing on better understanding of the causes of economic and social problems, better appreciation of the range of policy options and their relative chances of success or failure. However, there is a substantial knowledge gap that can only be filled by well-designed research studies based on research questions that are relevant to the needs of policymakers. In this context, evidence-based policy-making techniques have a valuable role to play in improving the policy process. This article points out the specific nature of the policy process in transition countries and the difficulties of formulating rational policy during periods of rapid structural change in which the administrations have become politicized and state capture by big business interests is common. In addition, pervasive policy transfer, often of a coercive nature, is an additional constraint on rational policy-making. The conflicting advice received from multiple donors and external advisers provides an incentive for playing the system and producing inconsistent policy formulas. The article concludes that there is significant scope for improvement in policymaking through the use of evidence-based policy-making techniques. Governments should, therefore, encourage the use of systematic review and ex-post evaluation of policy programmes and analysis of natural experiments where possible, while at the same time maintain a realistic awareness of the dangers and distorting effects of the influence of advocacy coalitions, state capture and partyisation of economies.

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“…The lack of methodological variance in the study of teacher evaluation is not only limited to Canadian education research. In the United States, for instance, most scholars (Farrell & Morris, 2009;Kauchak et al, 1985;Steinberg & Garrett, 2016) studying the quality of performance evaluation have limited their research method to the perspectives of evaluation stakeholders such as teachers and principals. Arguably, the use of an evaluation policy as a primary data source to critique a performance appraisal system is not that common in education research.…”

mentioning

confidence: 99%

Teacher Performance Appraisal Regulation: A Policy Case Analysis

Dandalt

Brutus

2020

NASSP Bulletin

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This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.

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Still Searching for the Evidence? Evidence-based Policy, Performance Pay and Teachers

Cited by 6 publications

References 64 publications

Ways to Evaluate Teachers' Professional Performance in the Context of Performance Based Payment Policies

Ways to Evaluate Teachers' Professional Performance in the Context of Performance Based Payment Policies

Obstacles to Evidence‐based Policy‐making in the EU Enlargement Countries: The Case of Skills Policies

Teacher Performance Appraisal Regulation: A Policy Case Analysis

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