Ed.D Dissertation Defense: Keri C. Orange

Wednesday, May 30, 2018 3:00pm - 4:30pm

GSE 011

Dissertation Defense

“Good Teaching is Good Teaching:” Teachers Understandings of Evaluation and Teacher Self-Efficacy

Keri is a doctoral student in the Educational Administration and Supervision concentration of the Education Doctoral program. 

Committee: Dr. Catherine A. Lugg (Chair), Dr. Benjamin Justice, Dr. Samuel Fancera

On August 6, 2012, the TEACH NJ Act (Teacher Effectiveness and Accountability for the Children of New Jersey) was signed into law, defining requirements for more rigorous evaluation systems (http://www.nj.gov/education/AchieveNJ/), changing the evaluation process. A major attribute of effective teaching is a teacher’s sense of self-efficacy, which is a teacher’s belief in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). The evaluation process could provide a vehicle for improved and more closely aligned staff development that could enhance teacher self-efficacy (Finnegan, 2013). Further, increased efficacy may lead to a stronger sense of teacher effectiveness.

This phenomenological comparative case study examined how teachers perceived their sense of efficacy and how it related to their effectiveness, based on their experience with the mandated evaluation process. Two school districts using identical evaluation models were engaged. Participants were selected in consultation with school principals from each site. Data collection methods included semi-structured interviews, with questions relative to the evaluation model, school culture, district culture and students’ socioeconomic status. In keeping with the qualitative method of case study, in which analysis consists of making a detailed description of the case and its setting (Creswell, 2007), a robust description of the settings of the study was provided.

Results from this study showed that teacher efficacy was not affected by the current evaluation process. All teachers had a strong sense of teacher efficacy and teacher effectiveness. While the current evaluation process is more rigorous, and teachers mostly had a negative perception of the current evaluation process, teachers did not feel less efficacious or less effective. Further, perceived negative school and district cultures did not affect teacher efficacy. However, the low socioeconomic status of students did have some impact on teacher efficacy. Finally, feedback and self-reflection were important aspects of the evaluation process that teachers believed may positively impact teacher efficacy.


Who to contact:

Ericka Diaz