"It should be helping me improve, not telling me I'm a bad teacher": The influence of accountability-focused evaluations on teachers' professional identities. (December 2021)

• Record Type: Journal Article
• Authors: Guenther, Amy R.
• Is Part Of: Teaching and teacher education. Volume 108(2022)
• Publication Date: 2021-12
• Subjects: Teacher accountability -- Teacher identity -- Performance evaluations -- Educational policy; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103511
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Around the globe, education reform is heavily focused on improving teacher "quality" through accountability measures. Utilizing qualitative methods to gain in-depth insights, this study examined ten teachers' perceptions of one such measure—performance evaluations—and its influence on their professional identities. Participants' reports of their evaluation experiences revealed a system focused on accountability almost to the exclusion of improvement that is harmful to their professional identities. These findings are significant because 1) teachers' identities have been linked to their commitment, well-being, sense of agency, and effectiveness, and 2) they have implications for the redesign of teacher evaluation. Highlights: Teachers perceived their evaluation systems to be focused on accountability. Teachers conveyed negative emotions and experiences related to their evaluations. Accountability-focused evaluations harmed teachers' identities.