Teacher Efficacy and Commitment in the Face of Value-Added Measures of Performance: Perspectives From Elementary School Teachers in Louisiana

• In Event: Accountability Reforms Experienced by Teachers and Administrators

Abstract

This study examined the relationship between value-added model (VAM) evaluation practice and teachers’ feelings of efficacy, control/autonomy, and commitment to the teaching profession. In Louisiana, the elementary grades are divided into those who receive student growth data in the form of “Student Learning Target (SLT)” results and those who receive student growth data in the form of a VAM score. Perceived control over student outcomes is hypothesized to vary as it relates to self-efficacy beliefs, as SLT teachers maintain control of much of the assessment and data-driven decision-making power and VAM teachers do not. Our analysis reveals that, overall, VAM teachers expressed more feelings of doubt regarding their efficacy, lack of control over accountability results, and commitment than SLT teachers.

Authors

• Timothy G. Ford, University of Oklahoma

• Mary Elizabeth Van Sickle, University of Louisiana at Monroe

• Michelle Fazio-Brunson, Northwestern State University of Louisiana

• Lynn Violet Clark, University of Louisiana at Monroe

• Tina L. Allen, Marshall University