Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data
Recent international studies on teacher evaluation have shown two findings: Evaluations carried out by principals contribute to self-reported teaching quality, but they have less desirable effects on the motivational dispositions of the evaluated teachers. Conversely, teacher evaluation by fellow te...
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| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125002037 |
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| author | Michael Rochnia Annika Lang Eileen Rolka Pauline Blumental |
| author_facet | Michael Rochnia Annika Lang Eileen Rolka Pauline Blumental |
| author_sort | Michael Rochnia |
| collection | DOAJ |
| description | Recent international studies on teacher evaluation have shown two findings: Evaluations carried out by principals contribute to self-reported teaching quality, but they have less desirable effects on the motivational dispositions of the evaluated teachers. Conversely, teacher evaluation by fellow teachers shows positive effects on the motivational dispositions of the evaluated teachers. Therefore, the effects of teacher evaluations are controversial and the relevance of evaluation for optimizing the self-reported teaching quality is unclear. This controversy is addressed in this population-descriptive study that models the positive and negative effects of principal-led and teacher-led teacher evaluation using TALIS 2018 data (n = 103098). The results show that principal-led teacher evaluation may contribute to clarifying instructions, but teacher-led teacher evaluation predicts cognitive activation. The negative effects are marginal for both evaluation variants. However, the effects observed in structural equation models are small. These findings are discussed in terms of the German education system, which does not conduct teacher evaluations but has quality deficits. The international perspective partly shows the fruitfulness of teacher evaluation, which could be connected to the German evaluation standards in order to achieve a scaling of the effects. |
| format | Article |
| id | doaj-art-5189c90fa4fc4df0825fb124967926ba |
| institution | Kabale University |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-5189c90fa4fc4df0825fb124967926ba2025-08-20T03:30:48ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011110147510.1016/j.ssaho.2025.101475Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 dataMichael Rochnia0Annika Lang1Eileen Rolka2Pauline Blumental3University of Wuppertal, Gaußstraße 20, 42119, Wuppertal, Germany; Corresponding author.Ludwig-Maximilians-Universität München, Geschwister-Scholl-Platz 1, 80539, München, GermanyJugend- und Sozialamt Frankfurt am Main, Eschersheimer Landstraße 241-249, 60320, Frankfurt am Main, GermanyGesellschaft für innovative Beschäftigungsförderung mbH, Im Blankenfeld 4, 46238, Bottrop, GermanyRecent international studies on teacher evaluation have shown two findings: Evaluations carried out by principals contribute to self-reported teaching quality, but they have less desirable effects on the motivational dispositions of the evaluated teachers. Conversely, teacher evaluation by fellow teachers shows positive effects on the motivational dispositions of the evaluated teachers. Therefore, the effects of teacher evaluations are controversial and the relevance of evaluation for optimizing the self-reported teaching quality is unclear. This controversy is addressed in this population-descriptive study that models the positive and negative effects of principal-led and teacher-led teacher evaluation using TALIS 2018 data (n = 103098). The results show that principal-led teacher evaluation may contribute to clarifying instructions, but teacher-led teacher evaluation predicts cognitive activation. The negative effects are marginal for both evaluation variants. However, the effects observed in structural equation models are small. These findings are discussed in terms of the German education system, which does not conduct teacher evaluations but has quality deficits. The international perspective partly shows the fruitfulness of teacher evaluation, which could be connected to the German evaluation standards in order to achieve a scaling of the effects.http://www.sciencedirect.com/science/article/pii/S2590291125002037Teacher evaluationTeaching QualityPrincipalsTeacher well-beingTALIS 2018 |
| spellingShingle | Michael Rochnia Annika Lang Eileen Rolka Pauline Blumental Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data Social Sciences and Humanities Open Teacher evaluation Teaching Quality Principals Teacher well-being TALIS 2018 |
| title | Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data |
| title_full | Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data |
| title_fullStr | Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data |
| title_full_unstemmed | Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data |
| title_short | Teacher evaluation – A resource for teaching quality or a burden? An analysis using TALIS 2018 data |
| title_sort | teacher evaluation a resource for teaching quality or a burden an analysis using talis 2018 data |
| topic | Teacher evaluation Teaching Quality Principals Teacher well-being TALIS 2018 |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125002037 |
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