Teacher Evaluations and Contextualized Self- Efficacy

Classroom Management, Instructional Strategies and Student Engagement

Authors

  • Rebeca Mireles-Rios University of California, Santa Barbara
  • John A. Becchio Santa Barbara Unified School District
  • Shadi Roshandel California State University, East Bay

DOI:

https://doi.org/10.32674/jsard.v4i1.1938

Keywords:

teacher self-efficacy, teacher evaluation, classroom management, student engagement, instructional feedback

Abstract

Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.

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Author Biographies

Rebeca Mireles-Rios, University of California, Santa Barbara

Rebeca Mireles-Rios, PhD, is an assistant professor in the Gevirtz Graduate School of Education, at the University of California, Santa Barbara. Her research is informed by her years of practice as a middle school teacher in Berkeley and focuses on how teachers and parents can best support Latina/o students' academic outcomes.

John A. Becchio, Santa Barbara Unified School District

John A. Becchio, EdD, is an education-practitioner who has served as a principal at both the junior high and high school levels since 2004. His work focuses on educational leadership has led to substantive school reforms, particularly in the area of school culture and instructional delivery methods and he is currently the Assistant Superintendent of Human Resources for Santa Barbara Unified School District; Santa Barbara Unified School District, 720 Santa Barbara St., Santa Barbara, California, 93101; jbecchio@sbunified.org.

Shadi Roshandel, California State University, East Bay

Shadi Roshandel, PhD, is an assistant professor in the Department of Teacher Education, at California State University, East Bay; California State University, East Bay, Hayward, CA, 94542; shadi.roshandel@csueastbay.edu. Her work is influenced by her years teaching in New York City and she focuses on how teacher education programs can facilitate preservice teachers' personal development in 21st- century skills and their application to educational settings.

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Published

2019-07-20

Issue

Section

Research Articles