The influences of teachers’ perceptions of using student achievement data in evaluation and their self-efficacy on job satisfaction: evidence from China

Liu, Shujie; Xu, Xianxuan; Stronge, James H.

doi:10.1007/s12564-018-9552-7

Cited by 19 publications

(18 citation statements)

References 79 publications

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“…However, recent research on self-efficacy in the Chinese context or Chinese students residing elsewhere has paid much attention to student learning (e.g., Lam and Chan, 2016 ), experiences of teacher burnout (e.g., Cao et al, 2018 ) and job satisfaction (e.g., Liu et al, 2018 ), emotions and experiences teachers of special education (e.g., Chen et al, 2020 ; Lu et al, 2020 ), and teachers' response to educational reforms and teacher identity (e.g., Zhang and Zhang, 2015 ; Huang et al, 2020 ). Very few research studies have focused on CFL teachers in the context of online teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”

2021

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The support of sustainable learning of foreign languages requires teacher engagement and a high level of self-efficacy, both of which are cornerstones for the persistence of teachers in carrying out teaching activities to help learning. The need for such attributes is even more crucial when online learning platforms as a mode of delivery are becoming increasingly popular. We would argue that keeping students engaged and motivated to attain their academic success online calls for the increased levels of resilience and efforts of teachers. Although self-efficacy of teachers has been widely considered crucial in the professional practices of teachers, there is a paucity of research studies on the self-efficacy of teachers who teach Chinese as a foreign language (CFL) using online platforms. Such a gap becomes prominent after the sudden outbreak of the COVID-19 pandemic, especially in places where there are now numerous calls for online CFL classes. In order to fill in this gap, this study was conducted with a frontline CFL teacher as the participant and aimed to detect thoroughly the trajectories of self-efficacy of a CFL teacher in a completely new teaching context. Embedded in the Project of Sino-Greece Online Chinese Language Classrooms, this study employed narrative inquiry and case study as methodological approaches. Thematic analysis was used to analyze the data that consisted of written narratives (the teacher's teaching journals and reflections, field notes of teaching assistant, and emails of students) and spoken narratives. Three research questions guided this study: What are the teacher's beliefs about (1) the opportunity of teaching CFL online? (2) the management of this online project? (3) her personal capability to foster students' engagement in this project? These three questions focused, respectively, on the three components of the self-efficacy system of a teacher (personal efficacy, efficacy within the organization, and professional efficacy). Findings illustrated that the efficacy beliefs of the teacher in these three aspects were at different levels, which resulted from the interplay of external and internal factors; when external factors appeared to be negative, internal factors seemed to play an essential role.

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Section: Literature Reviewmentioning

confidence: 99%

Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”

2021

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“…Evaluation policies span a wide range of worldwide efforts including the USA (Lavigne and Chamberlain, 2016; Lochmiller, 2016; Reid, 2019), China (Liu et al , 2018), the UK (Reynolds et al , 2003) and Europe (Glatter, 2012). As these countries adopt new teachers’ performance evaluation systems, researchers examined some related issues such as principals' adaptation to the teachers’ performance evaluation reform (Lavigne, 2020), their ability to promote teachers’ development (Kraft and Gilmour, 2016), classroom observation (Özdemir, 2020; Reid, 2019) and giving feedback as part of instructional supervision (Lochmiller, 2016).…”

Section: Introductionmentioning

confidence: 99%

How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey

Özdemir

2020

JEA

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PurposeThis study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction.Design/methodology/approachData were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey. Teachers were asked to fill out a questionnaire on principals’ leadership content knowledge, evaluation feedback, professional learning activities and changed instructional practices. This study employed multilevel structural equation modeling (MSEM) by using the Bayesian estimation method to analyze the research hypotheses.FindingsFindings indicate that if teachers perceive the evaluation progress as more useful, then they will participate in more professional learning activities, and they will be more effective in their classroom practices. This study also indicates that teachers' professional learning activities stimulate their instructional practices.Research limitations/implicationsAlthough the number of schools and teachers allows using multilevel analysis, it limits the findings generalized beyond the sample. To compensate for this limitation, the author confirmed that the sample was representative of the larger population by examining the size of students and teachers, SES and teachers' job experience. The author also conducted a Bayesian estimator to strengthen the test of significance of effects.Practical implicationsThis study underlines the critical role of leadership content knowledge in evaluating practices and providing useful feedback perceived by teachers in elementary and secondary schools. Principals should lead to instruction by knowing how to address a lack of teachers’ pedagogical content knowledge and classroom practices. The Ministry of Education should support principals in becoming effective instructional leaders to observe teachers and provide them meaningful feedback on teaching.Originality/valueDespite increased interest in this construct, research on principals' and teachers' responses to adapt the recent form of teachers’ performance evaluation systems is scant, especially in developing countries’ context. Moreover, little is known about the paths through which principals can enhance classroom practices by providing useful feedback. Given these trends in policy and practice context, this study provides empirical evidence that principals can enact the teachers’ performance evaluation that affects classroom instruction.

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“…They note that these leadership practices, and specifically communication, account for significant differences in students’ academic outcomes, which was also supported by Sebastian et al (2017), Hallinger (2018), and Robinson, Lloyd and Rowe (2008). Communication also has a substantial effect on teachers’ job satisfaction, with fairness of decisions regarding work assignment (You et al, 2017) and the perception of fairness in teacher evaluation and promotion (Liu et al, 2018) being three key areas where communication strategies make a difference. Job satisfaction, as well as morale and wellbeing, also improve when staff feel that principals have empathy and care (Van der Vyver et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 93%

The role of leadership in establishing a positive staff culture in a secondary school

Morris¹,

Lummis²,

Lock³

et al. 2019

Educational Management Administration & Leadership

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This Australian case study explored the implementation of strategies to support the development of a positive school culture among whole school staff. A participatory action research approach was used to involve leadership staff in the development of a mixed method assessment of the school organisation. Baseline data from the School Organisational Health Questionnaire (n ¼ 28) and qualitative data from focus groups (n ¼ 15) were collected and presented to the leadership team who identified four foci for the study: appraisal and recognition, participative decisionmaking, professional growth and supportive leadership. After a range of interventions, findings from both post-test surveys (n ¼ 22) and qualitative data (n ¼ 30) suggested a change in leadership style was a key factor of school cultural change across all factors. The case study highlights a number of visible strategies that were employed to increase morale and improve staff wellbeing.

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The influences of teachers’ perceptions of using student achievement data in evaluation and their self-efficacy on job satisfaction: evidence from China

Cited by 19 publications

References 79 publications

Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”

Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”

How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey

The role of leadership in establishing a positive staff culture in a secondary school

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