Teacher Evaluation Policy and Conflicting Theories of Motivation

By W. Firestone. 2014

159 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/7e1c67cf93b27aaad4dce60b7c153784f7ea5f58

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Citations in the corpus

An exploratory study of teachers’ subjective wellbeing: understanding the links between teachers’ income satisfaction, altruism, self-efficacy and work satisfaction (2020, background): “Teachers leave if they are not able to make a decent living or when they do not make competitive salaries, especially for those in hard-to-recruit subjective areas (Firestone, 2014; Hanushek, 2006; Ingersoll & May, 2012; Johnson & Birkeland, 2003).”
Performance-based contracting: a literature review and future research directions (2015, background): “behaviour-based contract choices (Firestone 2014; Datta and Roy 2013; Jiang, Pang, and Savin 2012; Bol and Moers 2010).”
The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, background): “First, policy makers might give additional consideration to the relationship between measurement and motivation (Firestone 2014).”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “Current trends in policy research continue to largely focus on ‘rewards systems,’ while emphasizing teacher accountability, reform adoption, school leadership, systemic change and teacher evaluations (Diamond and Spillane 2004, Baker et al. 2010, Thoonen et al. 2011, Firestone 2014).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, methodology): “…the time and autonomy for teachers to work at and hone their craft, and detailed feedback on practice (which will enhance the functional significance of a teacher’s performance evaluation; Adams, Forsyth, Ware, & Mwavita, in press; Firestone, 2014; Niemiec & Ryan, 2009; Ryan & Weinstein, 2009).”
Examining relationship between teachers' self-efficacy and job satisfaction (2017, background): “Teaching in the 21st century poses a number of challenges for teachers [25, 38, 55].”