Teacher evaluation following reform: the Israeli perspective

Abstract

Purpose This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context. Design/methodology/approach Semi-structured interviews were conducted with 22 state primary school teachers. The data were analyzed thematically. Findings Four themes emerged from the interviews: how teachers conceive of teacher evaluation; teachers’ perceptions of how the teacher evaluation process should proceed; the advantages and disadvantages of the teacher evaluation process; and ways to increase the effectiveness of teacher evaluation. A further four themes emerged regarding the purposes of evaluation from the teachers’ perspective: judgment and control, dialogue, promotion and professional improvement. Overall, the teachers interviewed perceived that their evaluation serves summative control purposes far more than the formative professional improvement purposes for which the evaluation policy was explicitly developed. On the basis of these and previous findings, a theoretical model of teacher evaluation and career development is proposed. Research limitations/implications This qualitative study interviewed a relatively small number of teachers. The findings suggest that teacher evaluation conducted to assure quality teaching should be more comprehensive and should take place throughout the school year. Originality/value This study is one of only very few to examine teachers’ perceptions of teacher evaluation in detail.