The influence of school leadership on teachers’ perception of teacher evaluation policy

Abstract

The understanding of teachers" perception of new educational policy is crucial since this perception shapes the policy"s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers" policy perception of new teacher evaluation policy. The conceptualization of teachers" perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers" perception of new teacher evaluation policy. More specifically, the structure a school leader provides in a school and the amount of trust teachers have in the school leader, have a significant impact on teachers" perception of the practicality of the new teacher evaluation policy.

Introducing the concept of salutogenesis to school leadership research: problematizing empirical methodologies and findings

“…They interpret this as suggesting that while aggressive school improvement policies can have positive outcomes, they also have unintended consequences-low staff morale, loss of confidence and reduced commitment-that is essentially an absence of logos, although it was not described in this way. Similar research was carried out in Flanders by Tuytens and Devos (2010) on the influence of leadership on teachers' perceptions of policy, 12 which found that the vision of the principal significantly influences teachers' perception of the need for certain policies, but not their perception of the characteristics of those policies.…”

A comparative look at the teacher training systems: Belgium - Flemish Community and Turkey

“…After the appointment of the evaluators for the teacher, an individualized document is prepared for the teacher that has the duties and tasks of the teacher and the expected behaviors and acts from the teacher to achieve these duties. Using this job description document as the basis, the principal conducts performance assessment and prepares an evaluation report with a final remark of sufficient and insufficient (Tuytens & Devos 2010). In looking at this teacher evaluation policy system, it is evident that the principals have too much responsibility.…”

“…In looking at this teacher evaluation policy system, it is evident that the principals have too much responsibility. Tuytens and Devos (2010) further put forth that the system offers broad rules for teacher evaluation for the schools, and it offers no elaborated evaluation instruments to employ, which, in turn, brings about great responsibility to the schools and their leaders.…”

Why So Difficult? Exploring Negative Relationships between Educational Leaders: The Role of Trust, Climate, and Efficacy

“…In educational settings, trust has been found to be important to a number of efforts in support of improvement, innovative change, and reform (e.g., Liou and Daly 2014;Moolenaar et al 2014;Van Maele and Van Houtte 2012). 1 High levels of trust are associated with an increased likelihood of engaging in supportive relationships to seek feedback and share concern, whereas school climates characterized by low trust, or even distrust, may negatively impact relationships (Bryk and Schneider 2002;Tschannen-Moran 2004), especially in terms of risk taking (Tuytens and Devos 2010). Moreover, in low-trust contexts, educators are also less likely to engage one another (Bryk and Schneider 2002), which may also further erode interactions and lead to a climate of conflict, isolation, and misunderstanding (Hoy and Tschannen-Moran 2003;Troman 2000).…”