More Stress Than Support: Michigan Teachers' and Administrators' Perceptions of the Teacher Evaluation Process

• In Event: 77.035 - Balancing Doing Well and Feeling Well: Educator Anxiety and Responses to Evaluations

Abstract

This mixed-methods study examined the perceptions of 1,274 Michigan teachers and 474 administrators on the teacher evaluation process and teacher wellbeing. Quantitatively, administrators perceived that the teacher evaluation process increased teacher well-being significantly more than teachers perceived. Qualitatively, teacher described how the teacher evaluation process increased stress, unhealthy competition, and administrator inconsistency. Administrator responses were mixed with a nearly equal number concurring with teachers and those who perceived increased collaboration and healthy competition. Both groups agreed that lack of time was the primary barrier to effective teacher evaluations. Improving the evaluation process is vital since teachers with low wellbeing are more likely to leave the profession, which could exacerbate our nation’s growing teacher shortage.

Authors

• Derek L. Anderson, Northern Michigan University

• Abby Cameron-Standerford, Northern Michigan University

• Bethney Bergh, Northern Michigan University

• Sharon Lynn Bohjanen, St. Cloud State University