What Influences Teachers' Perceived Legitimacy of the New Teacher Evaluation Policies? Evidence From Virginia

• In Event: Poster Session 12
  In Poster Session: Division L Section 9 Poster Session

Abstract

This study examines factors that affect teachers’ perceived legitimacy of teacher evaluation policies in two Virginia districts. When teachers perceive such policies as legitimate, they are more likely to implement them in ways that lead to improved instructional practices, rather than merely fulfilling requirements. Based on teacher evaluation ratings and two years of survey data, we found that teachers’ received evaluation ratings and perceptions regarding principal leadership had significant positive associations with their perceived legitimacy of evaluation policies. Moreover, when a teacher regards her principal as a legitimate evaluator, the impact of her evaluation ratings on her perceived legitimacy becomes weaker. Teachers’ social network exposure did not have a significant impact.

Authors

• Jihyun Kim, Michigan State University

• Min Sun, University of Washington - Seattle

• Peter A. Youngs, University of Virginia