Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-10-01 DOI:10.1177/0013161X19888568
E. C. Smith, Gerene K. Starratt, Carmen L. McCrink, Heidi Whitford
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引用次数: 4

Abstract

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.
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中学教师评价反馈与教学实践自我效能感
目的:本研究调查了资深中学教师对评估反馈的感知与教学实践自我效能感之间的关系,研究问题是:评估过程、教师对评价反馈的感知、,以及资深中学教师对个人教学实践的自我效能感?方法:参与者来自佛罗里达州中西部的两个学区。这项研究检验了两个假设。假设1:资深中学教师教学实践自我效能感与评价体系类型(标准与非标准)和反馈的特异性(高特异性与低特异性)有关。假设2:资深中学教师对评价反馈特征的感知将预测教师对个人教学实践的自我效能感。该研究工具包括教师效能感量表(TSES;Tschannen-Moran和Hoy,2001)和其他与反馈相关的问题。教师是通过这两个地区的看门人招募的,并被邀请参加在线调查。结果:在假设1的检验中,方差分析显示,与报告接受非特异性评估反馈的教师相比,报告接受特定评估反馈的老师也报告了更高的教师自我效能感,尽管标准与非标准评估系统没有差异。为了检验假设2,多元回归分析显示反馈的感知价值是教师自我效能感的最强预测因子。结论:这些发现将教师对评价反馈的感知与教师教学实践的自我效能感联系起来,有可能为改进专业发展实践提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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