A mandatory, high-stakes National Teacher Evaluation System: Perceptions and attributions of teachers who actively refuse to participate

Bernardita Tornero; Sandy Taut

doi:10.1016/j.stueduc.2011.02.002

A mandatory, high-stakes National Teacher Evaluation System: Perceptions and attributions of teachers who actively refuse to participate

Bernardita Tornero, Sandy Taut^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these " rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an explanatory model for their behaviour. In-depth interviews with nine teachers were analyzed using Grounded Theory. Findings indicate that there are several factors related to teachers' refusal, among them teachers' perceived lack of legitimacy of the evaluation system, their negative emotions, including fear of results, and characteristics of the culture of the teaching profession in Chile.

Original language	English
Pages (from-to)	132-142
Number of pages	11
Journal	Studies in Educational Evaluation
Volume	36
Issue number	4
DOIs	https://doi.org/10.1016/j.stueduc.2011.02.002
State	Published - Dec 2010
Externally published	Yes

Bibliographical note

Funding Information:
This research was supported by research grant Fondecyt No. 1080135 of the Chilean government . We thank Valeska Grau and Paulina Flotts for their insightful comments on an earlier version of this manuscript.

Keywords

Performance assessment
Personnel evaluation
Resistance to evaluation
Teacher accountability
Teacher perceptions

Access to Document

10.1016/j.stueduc.2011.02.002

Cite this

@article{7ced313b39724205bf1b8a7e05bbae7d,

title = "A mandatory, high-stakes National Teacher Evaluation System: Perceptions and attributions of teachers who actively refuse to participate",

abstract = "This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these {"} rebel{"} teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an explanatory model for their behaviour. In-depth interviews with nine teachers were analyzed using Grounded Theory. Findings indicate that there are several factors related to teachers' refusal, among them teachers' perceived lack of legitimacy of the evaluation system, their negative emotions, including fear of results, and characteristics of the culture of the teaching profession in Chile.",

keywords = "Performance assessment, Personnel evaluation, Resistance to evaluation, Teacher accountability, Teacher perceptions",

author = "Bernardita Tornero and Sandy Taut",

note = "Funding Information: This research was supported by research grant Fondecyt No. 1080135 of the Chilean government . We thank Valeska Grau and Paulina Flotts for their insightful comments on an earlier version of this manuscript. ",

year = "2010",

month = dec,

doi = "10.1016/j.stueduc.2011.02.002",

language = "English",

volume = "36",

pages = "132--142",

journal = "Studies in Educational Evaluation",

issn = "0191-491X",

publisher = "Elsevier Ltd.",

number = "4",

}

TY - JOUR

T1 - A mandatory, high-stakes National Teacher Evaluation System

T2 - Perceptions and attributions of teachers who actively refuse to participate

AU - Tornero, Bernardita

AU - Taut, Sandy

N1 - Funding Information: This research was supported by research grant Fondecyt No. 1080135 of the Chilean government . We thank Valeska Grau and Paulina Flotts for their insightful comments on an earlier version of this manuscript.

PY - 2010/12

Y1 - 2010/12

N2 - This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these " rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an explanatory model for their behaviour. In-depth interviews with nine teachers were analyzed using Grounded Theory. Findings indicate that there are several factors related to teachers' refusal, among them teachers' perceived lack of legitimacy of the evaluation system, their negative emotions, including fear of results, and characteristics of the culture of the teaching profession in Chile.

AB - This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these " rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an explanatory model for their behaviour. In-depth interviews with nine teachers were analyzed using Grounded Theory. Findings indicate that there are several factors related to teachers' refusal, among them teachers' perceived lack of legitimacy of the evaluation system, their negative emotions, including fear of results, and characteristics of the culture of the teaching profession in Chile.

KW - Performance assessment

KW - Personnel evaluation

KW - Resistance to evaluation

KW - Teacher accountability

KW - Teacher perceptions

UR - http://www.scopus.com/inward/record.url?scp=79955140585&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2011.02.002

DO - 10.1016/j.stueduc.2011.02.002

M3 - Article

AN - SCOPUS:79955140585

SN - 0191-491X

VL - 36

SP - 132

EP - 142

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

IS - 4

ER -

A mandatory, high-stakes National Teacher Evaluation System: Perceptions and attributions of teachers who actively refuse to participate

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this