S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.56/57 (1998)
교원 평가에 관한 교원의 의식 연구
Teachers' Perceptions of and Attitudes toward Teacher Evaluation
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.56, pp. 1-35
- This paper explored the secondary school teachers' perceptions of and attitudes toward their evaluation. 480 secondary school teachers from Kyonggi and Inchon Provinces participated in the study. They ranged in teaching experience from 3 to 10 years. A survey questionnaire was developed and used to elicit teachers' perceptions and attitudes. Major findings of the study are as follows: 1) The majority of teachers had negative attitudes toward the current evaluation system as well as evaluation of teachers itself. 2) Teachers had dual attitudes towards their evaluation. While teachers considered teaching profession as a profession, they tended to give higher priorities to non-professional criteria to be used in evaluation. Teachers expected that well-designed evaluation system could contribute to the enhancement of educational accountability. However, they tended to show negative attitudes toward the reform of evaluation. They worried about its' negative effects on their morale and working conditions. 3) Since teachers' consciousness were confined within the boundary of classroom, they are likely to have closed attitudes toward evaluation. Teachers showed strong negative responses to evaluation by those outside the teaching profession such as district supervisors, college professors, parents and even principals. Of various roles of teachers, they had a tendency to put greater emphasis on the roles which were usually been performed within the classroom such as teaching of their own subjects and classroom management. Most teachers were against using their out-of-classroom abilities and achievements to evaluate them. 4) Teachers' attitudes were not likely to reflect the current situation which teacher evaluation confronted and respond to the policy measures which had been taken by the policy makers on behalf of the parents and tax payers. These could be described as idealistic and theoretical rather than realistic. 5) Teachers' perceptions of and attitudes to evaluation have some of their roots in the characteristics of teaching and school organization. Since teaching is multi-faceted activities dealing with human-being, it is very difficult to objectively measure teacher’s ability and contribution to it. Teachers are separated from each other, because they have to work independently in their self-contained classrooms. This working condition might be related to teachers' closed attitudes to evaluation. 6) Although teachers have negative attitudes to evaluation and are reluctant to take part in evaluation process, evaluation cannot be avoided. That is because accountability and professional development lie at the heart of reform movement of teacher evaluation. Understanding of teachers' perceptions and attitudes is essential to restructuring of teacher evaluation system.