Theory underlying a national teacher evaluation program

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dc.contributor.authorTaut, Sandy
dc.contributor.authorSantelices, Veronica
dc.contributor.authorAraya, Carolina
dc.contributor.authorManzi, Jorge
dc.date.accessioned2024-01-10T12:09:48Z
dc.date.available2024-01-10T12:09:48Z
dc.date.issued2010
dc.description.abstractThe paper describes a study conducted to explicate the multiple theories underlying Chile's national teacher evaluation program. These theories will serve as the basis for evaluating the intended consequences of this evaluation system, while not losing sight of emerging unintended consequences. We first analyzed legal and policy documents and then interviewed fourteen representatives of the four stakeholder groups involved in the program's design and implementation, in order to gain insight into their respective conceptions of the program's functioning and intended effects. The results show that, as to be expected and despite the long and difficult negotiation process that preceded implementation of this program, multiple political stakeholders still view the program's intended effects differently. However, there was substantial overlap regarding a number of intended effects, such as building the capacity of, and triggering change in, teachers with shortcomings, and informing the selection of new teachers and facilitating the exit of unsatisfactory teachers from the system. It was difficult to get interviewees to talk about how exactly these intended effects are supposed to be achieved. The paper draws conclusions regarding theory elaboration process involving multiple stakeholders in a highly political context. (C) 2010 Elsevier Ltd. All rights reserved.
dc.fechaingreso.objetodigital22-03-2024
dc.format.extent10 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.evalprogplan.2010.01.002
dc.identifier.issn0149-7189
dc.identifier.pubmedidMEDLINE:20163858
dc.identifier.urihttps://doi.org/10.1016/j.evalprogplan.2010.01.002
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/76524
dc.identifier.wosidWOS:000280117700018
dc.information.autorucPsicología;Araya C;S/I;85709
dc.information.autorucPsicología;Manzi J;S/I;100033
dc.information.autorucEducación;Santelices V;S/I;83849
dc.information.autorucPsicología;Taut S;S/I;1004744
dc.issue.numero4
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final486
dc.pagina.inicio477
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD
dc.revistaEVALUATION AND PROGRAM PLANNING
dc.rightsacceso restringido
dc.subjectTeacher evaluation
dc.subjectPerformance assessment system
dc.subjectMerit pay
dc.subjectProfessional development
dc.subjectProgram theory
dc.subjectTHEORY-DRIVEN APPROACH
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa03 Salud y bienestar
dc.titleTheory underlying a national teacher evaluation program
dc.typeartículo
dc.volumen33
sipa.codpersvinculados85709
sipa.codpersvinculados100033
sipa.codpersvinculados83849
sipa.codpersvinculados1004744
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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