New teachers' perceptions of a standards-based performance appraisal system

This study was conducted with first-year teachers. It provided insight into two key research questions: (1) What were the perceptions of new teachers regarding a standards-based performance appraisal system as it was implemented on their campus? (2) What factors contributed to the perceptions of new teachers regarding this system as it was implemented on their campus? This study was conducted in two phases. The first phase was an online survey consisting of 24 Likert-type, 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. Extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation in the second phase. Interview data were then read and phenomena were coded to develop broad themes and subthemes of information that occurred during each interview. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the standards-based appraisal process.