A case study of the influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process in one school district

Abstract

In recent years, traditional approaches to teacher supervision have been criticized as giving little impetus for teacher professional growth by scholars sharing a neo-progressive perspective (Beerens, 2000; Johnson, 1993; Tracy & MacNaughton, 1989). Current thinking indicates that teacher evaluation through a process of teacher performance appraisal for professional growth will yield better results. (Duke, 1990, 1993). There is evidence to suggest that the goals of teacher performance appraisal processes are dependent on teacher efficacy (TE). TE has been linked to the goals of instructional experimentation (Allinder, 1994; Ross, 1998), teachers' willingness to implement innovations (Guskey, 1984; Smylie, 1988), and teachers' goal setting (Ross, 1998). Collaborative teacher performance appraisal processes also align well with current adult learning concepts. For example, SDL, one concept associated with adult learning, has been referenced as a process to promote ongoing reflective thought, "with learners expected to assume primary responsibility for their own learning". An increased understanding of the attributes of TE coupled with a knowledge of teachers' readiness for SDL would allow for more positive teacher professional growth experiences through a teacher performance appraisal process that encourages SDL. The purpose of this study, therefore, was to examine TE and SDL within the context of an actual teacher performance appraisal process. The study identifies gaps in our knowledge base of self-directed teacher performance appraisal processes. Additionally, the study identifies barriers to the implementation of a teacher performance appraisal process that encourages SDL. This study determined that teachers' TE levels influence their professional growth experiences in a teacher performance appraisal process. Specifically, this research project confirmed the assertion that teachers' PTE levels are strong determinants of success in teacher professional growth initiatives. (Abstract shortened by UMI.)