Principals' Accuracy in Evaluating Teachers' Social and Emotional Learning Effectiveness

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-11 - Leadership Development and Teaching

Abstract

As building leaders responsible for creating positive school climate, many principals evaluate teachers’ effectiveness at promoting students’ social and emotional learning (SEL) during classroom observations. Yet, the accuracy of principals’ evaluations is rarely empirically examined. This study analyzed 1,184 principals’ accuracy when evaluating teachers’ effectiveness at promoting students’ prosocial behaviors, an important component of SEL. A Many Facet Rasch analysis revealed principals were 77.3% accurate. Their accuracy in rating this teaching practice was lower than their accuracy in rating another teaching practice – use of academic language – but greater than other teaching practices (e.g., use of formative assessment). Results suggest that principals need additional training and support to accurately evaluate teachers’ effectiveness in promoting students’ prosocial behaviors.

Authors

• Christi Crosby Bergin, University of Missouri

• Sara Bernice Grajeda, University of Delaware

• Eli Andrew Jones, University of Missouri - Columbia

• Chia-Lin Tsai, University of Missouri

• Sara L Prewett, University of Missouri - Columbia