The Relationship between Teachers' Attitudes toward Measurement and Evaluation and their Perceptions of Professional Well-Being

Abstract

Problem Statement: The quality of teaching at schools mostly depends on the teachers' competencies. One of these competencies is measurement and evaluation (MaE). Evaluation of the students' cognitive, affective, and psychomotor development requires skills and knowledge about various measuring tools and techniques. It is essential for a teacher to have a good command of the concepts in MaE, certain skills, and positive attitudes. In this way, teachers can evaluate and develop their own teaching methods and reach fewer value judgments, and consequently, they can have better professional perceptions of themselves. Therefore, this study anticipates the existence of a relationship between teachers' attitude on MaE and perception of professional well-being (PWB).

Turkish as a Foreign Language Teachers’ Attitudes Towards Assessment and Evaluation

“…However, there are studies examining the attitudes of teachers and teacher candidates in different branches towards assessment and evaluation (Erdoğdu, 2010;Çalışkan and Yazıcı, 2013;Yaşar, 2014;Kalemoğlu-Varol, 2016;Yıldırım et al, 2016;Ozan and Kıncal, 2017;Başkonuş, 2018;Çardak, 2018;Karadoğan, 2019). Yıldırım et al (2016) stated in their study that teachers in different branches working in primary and secondary schools have positive attitudes in respect to assessment and evaluation. Başkonuş (2018) examined the physical education teachers' attitude levels towards assessment and evaluation and stated that they have positive attitudes.…”

“…As Arastaman et al (2015) stated, since the attitude is seen as a guiding function for behaviors, and since attitude is seen as a function of guiding behaviors, determining teachers' attitudes towards assessment and evaluation, revealing (assessing) attitudes provide an opportunity to take precautions to make studies more efficient. In this context, many studies (Başkonuş, 2018;Çalışkan and Yazıcı, 2013;Çardak, 2018;Erdoğdu, 2010;Gücüyeter and Karadoğan 2019;Kalemoğlu-Varol, 2016;Karadoğan, 2019;Ozan and Kıncal, 2017;Yaşar, 2014;Yıldırım et al, 2016) on teachers' attitudes towards assessment and evaluation clearly reveal why the attitude should be considered in the field of assessment and evaluation.…”

Developing A Teacher Performance Model: The Impact Of Principal Support On Teacher Performance By Mediating Organizational Commitment, Teacher Competence, And Teacher Attitudes

“…The success of education is largely determined by the extent to which teachers are prepared to condition their students through teaching and learning activities (Maxwell et al, 2017;Serdyukov, 2017). However, the strategic position of teachers to improve the quality of educational outcomes is closely related to teaching abilities (Akiba et al, 2007;Geoffrey D. Borman, 2005), teacher attitudes (Yıldırım et al, 2016;Beyene & Tizazu, 2011), teacher competence (Fauth et al, 2019; (Shnejder et al, 2020)), leadership encouragement (Wulandari, 2020;Khaki, 2006) and teacher commitment (Kees de Jong, 2015; Mustafa Altun, 2017) in the school. This means that if the competence of teachers is oriented to a high level of performance and behave both these performance values, then the educational goals in the school concerned will increase.…”

“…The relationship between teachers and principals must be built on a foundation of trust. Principal support in teacher development can be done by carrying out meaningful evaluations (Kraft & Gilmour, 2016), principals are the driving force in collaboration to provide solutions for new teachers or those who are having difficulty gaining insight (Yıldırım et al, 2016;Michael Gallagher, 2012) provides opportunities for teachers to participate in activities such as seminars and courses (Karacabey, 2021).…”