Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?

Autor/inn/en	Tuytens, Melissa; Devos, Geert
Titel	Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 5, S.891-899 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.02.004
Schlagwörter	Feedback (Response); Instructional Leadership; Teacher Evaluation; School Administration; Influences; Transformational Leadership; Path Analysis; Inservice Teacher Education; Teacher Administrator Relationship; Administrator Role + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Teacher appraisal; Lehrerbeurteilung; Influence; Einfluss; Einflussfaktor; Pfadanalyse; Lehrerfortbildung
Abstract	Providing effective feedback through teacher evaluation is a complex task for the school leader. Many authors state that teacher evaluation does not contribute to teachers' professional learning. Few studies focus on the specific leadership variables that contribute to effective teacher evaluation. This study explores the importance of transformational and instructional leadership for the feedback utility and teachers' professional learning. The results of regression and path analyses showed that leadership directly influences the feedback utility and indirectly influences teachers' professional learning. This study demonstrates the importance of school leadership for effective teacher evaluation and highlights its usefulness for teachers' professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10