An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence From Tennessee

• In Event: 66.086 - MTCC Roundtable Session 29
  In Roundtable Session: 66.086-4 - Can We Incentivize Success in Public Education? Compensation and Evaluation of Teachers and Principals

Abstract

The optimality of teacher evaluation is partially dependent on meaningful teacher engagement with evaluation processes. Critics of traditional tenure policies postulate that tenure nullifies mechanisms motivating teacher engagement with practices to improve their performance. This study investigates whether tenure is associated with teacher perceptions of evaluation and explores whether differences in perception vary under a reformed tenure system linking evaluation ratings to eligibility for job-related protections. Using survey data representing over 11,000 teachers in Tennessee, analyses suggest tenured teachers report more negative perceptions of evaluation as a practical practice compared to untenured teachers. However, this difference is concentrated among teachers who received tenure prior to the reformed system, suggesting that tenure received post-reform does not negatively influence perceptions of evaluation.

Authors

• Luis Alberto Rodriguez, New York University

• Karin Gegenheimer, Vanderbilt University

• Matthew G. Springer, Vanderbilt University