Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction

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Abstract

Teacher satisfaction is a key affective reaction to working conditions and an important predictor of teacher attrition. Teacher evaluation as a tool for measuring teacher quality has been one source of teacher stress in recent years in the United States. There is a growing body of evidence on how to evaluate teachers in ways which support their growth and development as practitioners. For this study, we inquired: What is the relationship between supportive teacher evaluation experiences and U.S. teachers’ overall job satisfaction? To answer this question, we employed a multilevel regression analysis to multiply-imputed data on U.S. lower-secondary teachers’ experiences from the 2013 Teaching and Learning International Survey (TALIS). We found a small, positive relationship between the perceptions of supportive teacher evaluation experiences and U.S. secondary teachers’ satisfaction after controlling for other important teacher and school characteristics and working conditions. Further, teachers who felt their evaluation led to positive changes in their practice had higher satisfaction. Teachers whose primary evaluator was a fellow teacher as opposed to the principal also had higher satisfaction on average. We discuss the implications of these findings for school leaders as well as future teacher evaluation policy.

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How to Cite
Ford, T. G., Urick, A., & Wilson, A. S. P. (2018). Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction. Education Policy Analysis Archives, 26, 59. https://doi.org/10.14507/epaa.26.3559
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Author Biographies

Timothy G. Ford, University of Oklahoma

Tim Ford is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma. He examines the role of leadership in school improvement and teacher evaluation policy, particularly how leaders can support teacher occupational professionalization.

Angela Urick, University of Oklahoma

Angela Urick is an assistant professor in the Jeannine Rainbolt College of Education, Department of Educational Leadership and Policy Studies, at the University of Oklahoma. Her research interests include principal and teacher perceptions of leadership, leadership styles, school climate, teacher retention, and school improvement.

Alison S. P. Wilson, University of Oklahoma

Alison Wilson is doctoral candidate in the Jeannine Rainbolt College of Education, Department of Educational Leadership and Policy Studies, at the University of Oklahoma. Her research interests include the effects of school teacher and student learning conditions on achievement and school improvement.