Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Drilon Krasniqi; Hatixhe Ismajli

Vol. 15 No. 1 (2022) IEJEE

Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Drilon Krasniqi
Hatixhe Ismajli

Published November 20, 2022 | Pages: 23-31 | Views: 1097

Download PDF

SHARE

Abstract

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.

<p>The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.</p>

Listen -

References

AAloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126.
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95.
Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioral problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115–129.
Ärlestig, H. (2008). Communication between principals and teachers in successful schools. [Doctoral dissertation]. Umeå/Sweden: FSC, Umeå University. www.diva-portal.org/smash/get/diva2:142460/fulltext03
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Blase, J. R., & Blase, J. (2002). Teachers’ perceptions of principals’ instructional leadership and implications. Leadership and Policy in Schools, 1(3), 256–264.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253.
Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233.
Crano, W. D., Brewer, M. B., & Lac, A. (2014). Principles and Methods of Social Research. Routledge.
Darling-Hammond, L. (2015). Can value-added add value to teacher evaluation?. Educational Researcher, 44(2), 132–137.
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12.
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72.
DiPaola, M. F., & Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Improving Instruction through Supervision, Evaluation, and Professional Development. http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc11&NEWS=N&AN=2014-19901-000
Donaldson, C., & Stobbe, C. (2000). Teacher evaluation: A self-directed, inquiry-based approach. Thrust for Educational Leadership, 29(3), 30–32.
Fackler, S., Malmberg, L. E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255.
Fields, C. J. (2020). A comparative study of teachers’ perceptions of principals’ instructional feedback and teacher self-efficacy [Doctoral dissertation]. Neumann University.
Fox, L., & Lentini, R. H. (2006). “You got it!” Teaching social and emotional skills. YC Young Children, 61(6), 36.
Goldring, E., Grissom, J. A., Neumerski, C. M., Murphy, J., Blissett, R., & Porter, A. (2015). Making time for instructional leadership. Wallace Foundation.
Good, T. L., Wiley, C. R., & Florez, I. R. (2009). Effective teaching: An emerging synthesis. In International handbook of research on teachers and teaching (pp. 803–816). Springer.
Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800–819.
Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73–112.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research , 77(1), 81–112.
Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15(2), 32–46.
Hinchey, P. H. (2010). Getting teacher assessment right: what policymakers can learn from research. National Education Policy Center.
Kang, G. G., & Fredin, A. (2012). The balanced scorecard: the effects of feedback on performance evaluation. Management Research Review.
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76.
Kurt, T., Duyar, I., & Çalik, T. (2012). Are we legitimate yet? A closer look at the casual relationship mechanisms among principal leadership, teacher self‐efficacy and collective efficacy. Journal of Management Development.
Louis, C., Lawrence, M., & Keith, M. (2018). Research methods in education. Routledge. https://www.routledge.com/Research-Methods-in-Education/Cohen-Manion-Morrison/p/book/9781138209886
Maclellan, E. (2001). Assessment for learning: the differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307–318.
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.
Ministry of Education, Science, and Technology (2018). Vlerësimi i përformancës së mësimdhënësve. https://masht.rks-gov.net/uploads/2018/10/udhzimi-administrativ-me-nr-14-2018-1-per-vlersimin-e-performancese-se-mesimdhensve-x-merged.rar
Ministry of Education, Science, and Technology (2022). Shënime statistikore 2021/2022 – Të dhëna mbi arsimin parauniversitar. Prishtinë. https://masht.rks-gov.net/uploads/2022/01/shenime-statistikore-2021-22-arsimi-parauniversitar_1.pdf
Mireles-Rios, R., Becchio, J. A., & Roshandel, S. (2019). Teacher evaluations and contextualized self-efficacy: Classroom management, instructional strategies, and student engagement. Journal of School Administration Research and Development, 4(1), 6–17.
Murphy, J., Hallinger, P., & Heck, R. H. (2013). Leading via teacher evaluation: The case of the missing clothes?. Educational Researcher, 42(6), 349–354.
Pfitzner-Eden, F., Thiel, F., & Horsley, J. (2014). An adapted measure of teacher self-efficacy for preservice teachers: Exploring its validity across two countries. Zeitschrift für pädagogische Psychologie.
Saqipi, B., Asunta, T., & Korpinen, E. (2014). Understanding the context of teacher professionalism in education systems undergoing a transition–Kosovo case. Procedia-Social and Behavioral Sciences, 112, 635–646.
Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423–448.
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4(2), 171–187.
Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching and learning: Strategies and techniques. Corwin Press.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Vula, E., Berisha, F., & Saqipi, B. (2015). Introducing teacher mentoring in Kosovo schools-potential and challenges for sustainability. CEPS Journal, 5(4), 109–124.
Walker, J., & Slear, S. (2011). The impact of principal leadership behaviors on the efficacy of new and experienced middle school teachers. NASSP Bulletin, 95(1), 46–64.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015

Keywords

classroom management, instructional feedback, teacher self-efficacy

Affiliations

Drilon Krasniqi

Faculty of Education

Hatixhe Ismajli

Downloads

Download data is not yet available.

How to Cite

Krasniqi, D., & Ismajli, H. (2022). Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills. International Electronic Journal of Elementary Education, 15(1), 23–31. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1851