Examining How School Conditions Are Related to Perceptions of Teacher Evaluation

This is a mixed methods case study of four high schools, selected with a variety of combinations of evaluation conditions (as reported on a statewide survey) and teacher effectiveness ratings, within a district in North Carolina. English and Math teachers at each school were surveyed early in the school year. Focal teachers were interviewed once each semester. Despite the schools exhibiting great variety in the evaluation condition and evaluation effectiveness measures, there were no statistically significant differences between the schools on the survey measures. However, there were statistically significant differences within schools between survey measures meant to discern differences from the previous and the study years. Additionally, three evaluation scenarios emerged among departments at the schools: Technocratic, Autonomous/Self-Efficacious, and Consensus-Lacking.