The (In)Consistency of Teacher Survey Responses About Teacher Evaluation Implementation
Implications for Principal Professional Development
Bibliographic Data
| ID | 9733678 |
|---|---|
| Authors | Seth B Hunter (0000-0002-3051-872X, George Mason University, Fairfax, VA, corresponding author) |
| Year | 2023 |
| Volume | 52 |
| Issue | 8 |
| Pages | 512-515 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x231189273 |
| OpenAlex | W4385636737 |
| Language | EN |
| References cited | 5 |
Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner partnership assessed principal needs via monthly teacher surveys about specific teacher evaluation skills. While internal consistencies were high, test-rest reliabilities were low, implying that reports regarding the quality of specific principal practices may fluctuate substantially over short periods, potentially hampering the design of effective PPD
Affect (linguistics · Business · Consistency (knowledge bases · Developmental psychology · General partnership · Internal consistency · Mathematics education · Medical education · Pedagogy · Political science · Principal (computer security · Professional development · Psychometrics · Quality (philosophy · Teacher Quality · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |