Vol. 13 No. 8 (2018): Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System

Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders’ perceptions of systems in practice, specifically school principals. This study was conducted in a large urban school district to better understand principals’ perceptions of evaluating teachers based on professional practice and student achievement. Principals in this study strongly expressed concerns regarding: a) the negative impact of the teacher evaluation system on morale; b) their lack of autonomy in evaluating teachers and making staffing decisions; and c) their perceived lack of value as professionals. Examining the implications of teacher evaluation systems is increasingly important to better understand the intended and unintended consequences of these systems in practice.