How Does Performance Evaluation Affect Teacher Motivation? Lessons From YES Prep Public Schools

• In Event: Policy Issues Related to Teacher Evaluation

Abstract

Performance evaluation systems are based on the assumption that realigning evaluation and compensation will motivate school staff to perform at higher levels and focus attention on important outcomes. Using data from YES Prep Public Schools in Houston, Texas, this article draws on expectancy theory to examine whether motivation levels changed as a result of the Teacher Continuum, a new career progression system for teachers. Interview and focus group data collected in the design and early implementation phases of the initiative reveal that performance evaluation policies can catch teachers’ attention and focus them on goals they feel are both meaningful and attainable. However, teachers’ responses are affected by specific policy design features, as well as the presence of certain enabling conditions.

Author

• Claire Robertson-Kraft, University of Pennsylvania