Using Principal Focus Group Data and the Johari Window to Examine Teacher Perceptions of Evaluation

• In Event: Using Novel Approaches to Further the Development of Instructional Leaders

Abstract

This study explored principals’ reactions to teacher evaluation perceptions obtained from survey data. Principals were invited to attend a focus group and respond to survey results that were inconsistent with their perceptions of teacher evaluation. The focus group findings indicated principals identified as puzzling or problematic teachers’ beliefs that: 1) the evaluation process is used as a checklist, 2) principal feedback is ineffective for teacher growth, 3) the evaluation ratings are unfairly applied, and 4) too much principal time is allocated to the evaluation process. The researchers conclude that to promote a more effective teacher evaluation process, principals might consider the Johari Window and reflect on teacher perceptions that might be inconsistent with their beliefs.

Authors

• Mary Lynne Derrington, The University of Tennessee

• Toni Jackson, The University of Tennessee - Knoxville