Elementary Teacher Perceptions about the Missouri Educator Evaluation Systemand its Relationship to Teacher Self-Efficacy in Student Engagement, InstructionalPractices, and Classroom Management

Abstract

The setting for this study was the XYZ school district in a small suburban arealocated near Kansas City, Missouri. A quantitative research design was used todetermine if a relationship existed between a teacher’s sense of self-efficacy andteacher’s perception of the Missouri Educator Evaluation System. Correlations werecalculated to index the strength and direction of the relationship between the variables.Overall, 55 teachers chose to participate and complete the survey. The results of thestudy revealed that teacher self-efficacy related to student engagement was connected toteacher perceptions of their evaluation. The results further indicated that there was not acorrelation between teacher self-efficacy related to instructional practices and classroommanagement, and their perceptions of the evaluation system. These findings could implythat district and school leadership first look for ways to engage staff while incorporatingthe use of evaluative feedback so that teaching, learning, and student growth is achieved.Furthermore, these findings could imply that the evaluation model be revised to focusmore in-depth on teacher performance evaluation measures. Lastly, these findingsimplicate that administrators and teachers need to be provided with professionaldevelopment related to improving self-efficacy in instructional practices and classroommanagement.