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Teachers and Teaching
theory and practice
Volume 24, 2018 - Issue 3
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Articles

Teacher evaluation policy as perceived by school principals: the case of Flanders (Belgium)

Melissa TuytensDepartment of Educational Studies, Ghent University, Gent, BelgiumCorrespondence[email protected]
&
Geert DevosDepartment of Educational Studies, Ghent University, Gent, Belgium
Pages 209-222 | Received 11 Apr 2017, Accepted 16 Oct 2017, Published online: 02 Nov 2017

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Jennifer M. Lewis, David B. Reid, Courtney A. Bell, Nathan Jones & Yi Qi. (2022) The Mantle of Agency: Principals’ Use of Teacher Evaluation Policy. Leadership and Policy in Schools 21:2, pages 361-377.
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Thomas Van Waeyenberg, Riccardo Peccei & Adelien Decramer. (2022) Performance management and teacher performance: the role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management 33:4, pages 623-646.
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Selia Neeske van den Boom-Muilenburg, Siebrich de Vries, Klaas van Veen, Cindy Louise Poortman & Kim Schildkamp. (2021) Understanding sustainable professional learning communities by considering school leaders’ interpretations and educational beliefs. International Journal of Leadership in Education 0:0, pages 1-28.
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João Lopes & Célia Oliveira. (2020) Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School Effectiveness and School Improvement 31:4, pages 641-659.
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Sølvi Lillejord & Kristin Børte. (2020) Trapped between accountability and professional learning? School leaders and teacher evaluation. Professional Development in Education 46:2, pages 274-291.
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Maria Assunção Flores & Mary Lynne Derrington. (2018) Improving teacher evaluation: key issues for appraisers in a globalised era. Teachers and Teaching 24:3, pages 203-208.
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Maria Assunção Flores. (2018) Teacher evaluation in Portugal: persisting challenges and perceived effects. Teachers and Teaching 24:3, pages 223-245.
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