Teaching evaluation: antecedents of teachers’ perceived usefulness of follow-up sessions and perceived stress related to the evaluation process

References

• Abell, S. K., Dillon, D. R., Hopkins, C. J., McInerney, W. D., & O’Brien, D. G. (1995). “Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education, 11(2), 173–188.10.1016/0742-051X(94)00025-2
   Web of Science ®Google Scholar
• Abrahamsen, H., & Aas, M. (2014). Avdelingsledere – en ny profesjon innenfor skoleledelse [Midle leaders – a new profession within school leadership]. In E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen [Professional development in school] (pp. 300–311). Oslo: Universitesforlaget.
   Google Scholar
• Akershus County. (2013). Mal for oppfølgingssamtale [Guide for follow-up session]. Unpublished guide.
   Google Scholar
• Akershus County. (2014). Protokoll fra møte i Hovedutvalg for utdanning og kompetanse 01.12.2014 [Protocol from meeting in the Council of Education and Skills]. In H. F. U. O. Kompetanse.
   Google Scholar
• Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63–80.10.1002/(ISSN)1557-0703
   PubMedGoogle Scholar
• Bakx, A., Koopman, M., de Kruijf, J., & den Brok, P. (2015). Primary school pupils’ views of characteristics of good primary school teachers: An exploratory, open approach for investigating pupils’ perceptions. Teachers and Teaching, 21(5), 543–564.10.1080/13540602.2014.995477
   Web of Science ®Google Scholar
• Bartlett, S. (1998). The development of effective appraisal by teachers. Journal of In-Service Education, 24(2), 227–238.10.1080/13674589800200040
   Google Scholar
• Blau, G. (1999). Testing the longitudinal impact of work variables and performance appraisal satisfaction on subsequent overall job satisfaction. Human Relations, 52(8), 1099–1113.
   Web of Science ®Google Scholar
• Blossing, U., Imsen, G., & Moos, L. (2013). The Nordic Education Model. New York, NY: Springer.
   Google Scholar
• Brunvoll, P.-A. (2014). Statusrapport for Undervisningsvurderingen 2013–2014 [Report from teaching evaluation 2013–2014]. Akershus Fylkeskommune.
   Google Scholar
• Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719.10.1080/13540602.2015.1044329
   Web of Science ®Google Scholar
• Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
   Google Scholar
• Clutterbuck, D. (2004). Everyone needs a mentor: Fostering talent in your organisation. London: CIPD Publishing.
   Google Scholar
• Colbjørnsen, T. (2014). Profesjonalisering og profesjonsutvikling av skoleledelse i Norge [Professionalizing and professional development of school leadership in Norway]. In E. Elstad & K. Helstad (Eds.), Profesjonsutvikling i skolen [Professional development in school] (pp. 244–258). Oslo, Norway: Universitetsforlaget.
   Google Scholar
• Conley, S., Smith, J. L., Collinson, V., & Palazuelos, A. (2016). A small step into the complexity of teacher evaluation as professional development. Professional Development in Education, 1–3.
   Google Scholar
• Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E. H., & Rothstein, J. (2011). Getting teacher evaluation right: A background paper for policy makers. Washington, DC: National Academy of Education (NJ1).
   Google Scholar
• Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 8–15.
   Web of Science ®Google Scholar
• Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher evaluation in the organizational context: A review of the literature. Review of Educational Research, 53(3), 285–328.10.3102/00346543053003285
   Web of Science ®Google Scholar
• Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443.10.1080/03054980701450746
   Web of Science ®Google Scholar
• Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness. Final report for the VITAE Project. DfES.
   Google Scholar
• Delvaux, E., Vanhoof, J., Tuytens, M., Vekeman, E., Devos, G., & Van Petegem, P. (2013). How may teacher evaluation have an impact on professional development? A multilevel analysis. Teaching and Teacher Education, 36, 1–11. doi:10.1016/j.tate.2013.06.011
   Web of Science ®Google Scholar
• Deneire, A., Vanhoof, J., Faddar, J., Gijbels, D., & Van Petegem, P. (2014). Characteristics of appraisal systems that promote job satisfaction of teachers. Education Research and Perspectives, 41, 94–114.
   Google Scholar
• Duke, D. L., & Stiggins, R. J. (1986). Teacher evaluation: Five keys to growth. West Haven, CT: NEA Publications.
   Google Scholar
• Elstad, E. (2014). Lærervurdering -en krevende øvelse [Teacher evaluation - a challenging exercise]. Bedre skole, (3), 19–24.
   Google Scholar
• Elstad, E., Lejonberg, E., & Christophersen, K. A. (2015). Teaching evaluation as a contested practice: Teacher resistance to teaching evaluation schemes in Norway. Education Inquiry, 6(4).
   Google Scholar
• Firestone, W. A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43, 100–107. doi:10.3102/0013189X14521864
   Web of Science ®Google Scholar
• Flores, M. A. (2010). Teacher performance appraisal in Portugal: The (im)possibilities of a contested model. Mediterranean Journal of Educational Studies, 15(1), 41–60.
   Google Scholar
• Flores, M. A. (2012). The implementation of a new policy on teacher appraisal in Portugal: How do teachers experience it at school? Educational Assessment, Evaluation and Accountability, 24(4), 351–368.10.1007/s11092-012-9153-7
   Web of Science ®Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.10.3102/00028312038004915
   Web of Science ®Google Scholar
• GNIST (2014). Rapport [Report]. Oslo: GNIST. http://www.gnistweb.no/aktuelt/271/nye-rapporter-med-laerervurdering-som-tema.html.
   Google Scholar
• Goe, L., Holdheide, L., & Miller, T. (2013). A practical guide to designing comprehensive teacher evaluation systems. A tool to assist in the development of teacher evaluation systems. Retrieved from http://www.lauragoe.com/LauraGoe/practicalGuideEvalSystems.pdf
   Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.10.1080/135406002100000512
   Google Scholar
• Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: Supervision in practice. Philadelphia, PA: Society for Research into Higher Education.
   Google Scholar
• Heck, R. H. (1992). Principals’ Instructional leadership and school performance: Implications for policy development. Educational Evaluation and Policy Analysis, 14(1), 21–34. doi:10.2307/1164525
   Web of Science ®Google Scholar
• Helgøy, I., & Homme, A. (2006). Policy tools and institutional change: Comparing education policies in Norway, Sweden and England. Journal of Public Policy, 26(02), 141–165.10.1017/S0143814X0600050X
   Google Scholar
• Heneman III, H. G., & Milanowski, A. T. (2003). Continuing assessment of teacher reactions to a standards-based teacher evaluation system. Journal of Personnel Evaluation in Education, 17(2), 173–195.10.1023/B:PEEV.0000032427.99952.02
   Google Scholar
• Hill, H. C., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371–384.10.17763/haer.83.2.d11511403715u376
   Web of Science ®Google Scholar
• Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216.10.1016/j.tate.2008.09.001
   Web of Science ®Google Scholar
• Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89–108.10.1108/IJMCE-03-2013-0019
   Google Scholar
• Hobson, A. J., & McIntyre, J. (2013). Teacher fabrication as an impediment to professional learning and development: The external mentor antidote. Oxford Review of Education, 39(3), 345–365.10.1080/03054985.2013.808618
   Web of Science ®Google Scholar
• Hulpia, H., Devos, G., & Rosseel, Y. (2009). Development and Validation of Scores on the Distributed Leadership Inventory. Educational and Psychological Measurement, 69(6), 1013–1034. doi:10.1177/0013164409344490
   Web of Science ®Google Scholar
• Isoré, M. (2009). Teacher evaluation: Current practices in OECD countries and a literature review (Vol. 23). Paris: Organisation for Economic Cooperation and Development Publishing.10.1787/19939019
   Google Scholar
• Jambak, T. (2015). En dårlig lærers bekjennelser [Confessions from a poor teacher]. Aftenposten. Retrieved from http://www.aftenposten.no/meninger/kronikker/En-darlig-larers-bekjennelser-7516999.html
   Google Scholar
• Katsuno, M. (2010). Teacher evaluation in Japanese schools: an examination from a micro-political or relational viewpoint. Journal of Education Policy, 25(3), 293–307.
   Web of Science ®Google Scholar
• Keeping, L. M., & Levy, P. E. (2000). Performance appraisal reactions: Measurement, modeling, and method bias. Journal of Applied Psychology, 85(5), 708–723.10.1037/0021-9010.85.5.708
   PubMed Web of Science ®Google Scholar
• Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. 2005. New York, NY: Guilford.
   Google Scholar
• Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi:10.1037/0033-2909.119.2.254
   Web of Science ®Google Scholar
• Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. Lanham, MD: University Press of America.
   Google Scholar
• Kuvaas, B. (2011). The interactive role of performance appraisal reactions and regular feedback. Journal of Managerial Psychology, 26(2), 123–137.10.1108/02683941111102164
   Web of Science ®Google Scholar
• Kuvaas, B., & Dysvik, A. (2012). Kapittel 9. Administrative og utviklende medarbeidersamtaler. In B. Kuvaas & A. Dysvik (Eds.), Lønnsomhet gjennom menneskelige ressurser. Evidensbasert HRM. Bergen: Fagbokforlaget.
   Google Scholar
• Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48(2), 159–167.10.1111/bjep.1978.48.issue-2
   PubMed Web of Science ®Google Scholar
• Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518.10.1177/0013161X94030004006
   Web of Science ®Google Scholar
• Lillejord, S., Børte, K., Ruud, E., Hauge, T. E., Hopfenbeck, T. N., Tolo, A., Fischer-Griffiths, P., & Smeby, J.-C. (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet: En systematisk kunnskapsoversikt [Forms of teacher evaluation that may have a positive effect on the quality of the school: A systematic review]. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no
   Google Scholar
• Lejonberg, E. (2014). Mentors rolle ved ansettelsesvurdering (Mentor’s role in evaluation for employment). Bedre skole, 11(3), 31–35.
   Google Scholar
• Lejonberg, E., & Tiplic, D. (2016). Clear mentoring: Contributing to mentees’ professional self-confidence and intention to stay in their job. Mentoring & Tutoring: Partnership in Learning, 24(4), 290–305.10.1080/13611267.2016.1252110
   Web of Science ®Google Scholar
• Levy, P. E., & Williams, J. R. (2004). The social context of performance appraisal: A review and framework for the future. Journal of Management, 30(6), 881–905.10.1016/j.jm.2004.06.005
   Web of Science ®Google Scholar
• Litt, M. D., & Turk, D. C. (1985). Sources of stress and dissatisfaction in experienced high school teachers. The Journal of Educational Research, 78(3), 178–185.10.1080/00220671.1985.10885596
   Web of Science ®Google Scholar
• Machell, J. (1995). The teacher evaluation environment: An examination of attributes related to teacher growth. Journal of Personnel Evaluation in Education, 9(3), 259–273. doi:10.1007/BF00972641
   Google Scholar
• Mo, K. W., Conners, R., & McCormick, J. (1998). Teacher appraisal in Hong Kong self-managing secondary schools: Factors for effective practices. Journal of Personnel Evaluation in Education, 12(1), 19–42.10.1023/A:1007912532307
   Google Scholar
• Nishii, L. H., Lepak, D. P., & Schneider, B. (2008). Employee attributions of the “why” of HR practices: Their effects on employee attitudes and behaviors, and customer satisfaction. Personnel Psychology, 61(3), 503–545.10.1111/peps.2008.61.issue-3
   Web of Science ®Google Scholar
• Kelly, K. O., Ang, S. Y. A., Chong, W. L., & Hu, W. S. (2008). Teacher appraisal and its outcomes in Singapore primary schools. Journal of Educational Administration, 46(1), 39–54.10.1108/09578230810849808
   Google Scholar
• Organisation for Economic Cooperation and Development. (2009). Teacher evaluation. A conceptual framework and examples of country practices. Retrieved from www.oecd.org/edu/school/44568106.pdf
   Google Scholar
• Organisation for Economic Cooperation and Development. (2011). OECD reviews of evaluation and assessment in education Norway 2011. Retrieved from www.oecd.org/norway/48632032.pdf
   Google Scholar
• Organisation for Economic Cooperation and Development (2014). TALIS 2013 Results. An International Perspective on Teaching and Learning. Retrieved from OECD Publishing: http://www.keepeek.com/Digital-Asset-Management/oecd/education/talis-2013-results_9789264196261-en#page1
   Google Scholar
• Ovando, M. N., & Ramirez, A., Jr (2007). Principals’ instructional leadership within a teacher performance appraisal system: Enhancing students’ academic success. Journal of Personnel Evaluation in Education, 20(1–2), 85–110.10.1007/s11092-007-9048-1
   Google Scholar
• Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116–126.10.1016/j.tate.2010.07.008
   Web of Science ®Google Scholar
• Skrøwseth, S. (2008). Skolevandring. Et nytt verktøy for ledelse og læring [School walk through. A new tool for management and learning]. Tromsø: Eureka Forlag.
   Google Scholar
• Smylie, M. A. (2014). Teacher evaluation and the problem of professional development. Mid-Western Educational Researcher, 26(2), 97–111.
   Google Scholar
• Tuytens, M., & Devos, G. (2010). The influence of school leadership on teachers’ perception of teacher evaluation policy. Educational Studies, 36(5), 521–536.10.1080/03055691003729054
   Web of Science ®Google Scholar
• Tuytens, M., & Devos, G. (2012). Importance of system and leadership in performance appraisal. Personnel Review, 41(6), 756–776.10.1108/00483481211263692
   Web of Science ®Google Scholar
• Tuytens, M., & Devos, G. (2013). The problematic implementation of teacher evaluation policy school failure or governmental pitfall? Educational Management Administration & Leadership, 42, 155–174. doi:10.1177/1741143213502188
   Web of Science ®Google Scholar
• Wright, R. P. (2004). Mapping cognitions to better understand attitudinal and behavioral responses in appraisal research. Journal of Organizational Behavior, 25(3), 339–374.10.1002/(ISSN)1099-1379
   Web of Science ®Google Scholar