Teacher Resistance to Teacher Evaluation Practices

• In Event: 25.082 - Fairmont Royal York Roundtable Session Three
  In Roundtable Session: 25.082-3 - Classroom Assessment Theory and Practice

Abstract

Norwegian authorities pursue the objective that students in upper secondary schools should evaluate teaching. This kind of evaluation has elicited resistance from teachers. The aim of this article is to explore what factors explain teacher resistance to teacher evaluation schemes. Structural equation modelling of teacher survey data was used. Teacher stress and resistance is positively associated with the perceived controlling purpose of teacher evaluation rather than the evaluation itself. Teacher resistance is clearly negatively associated with their acknowledgement of students' feedback and their perception of the communication with leadership. The model shows strong negative pathways between perceived control purposes of teacher evaluation and acknowledgement of students' feedback and perceived control purposes of teacher evaluation and perception of communication of goals.

Author

• Eyvind Elstad, University of Oslo