Principals are generally more positive about TPE than teachers, but perception gaps are narrowing¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Principals tend to be more positive about TPE on survey items than teachers, while teachers show greater improvement in perceptions. → Slotnik 2015

Evidence¶

Slotnik 2015¶

Slotnik, W. J., Bugler, D., & Liang, G. (2015). Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation. Mid-Atlantic Comprehensive Center (WestEd and Community Training and Assistance Center). https://eric.ed.gov/?id=ED568386

q3 · i? · associational · r2

Cross-tabulations of the statewide educator survey (N principal 2015=1,160; teacher 2015=17,344) comparing principal and teacher agreement levels across TPE items. The report notes “perception gaps are narrowing between principals and teachers.”

"Principals tend to be more positive about TPE on survey items than do teachers, yet teachers are showing greater improvement in their perceptions. While there are differences between the two groups, perception gaps are narrowing between principals and teachers."

Discussion¶

Related Claims¶

• Elementary teachers view TPE more positively than middle school teachers, who in turn view it more positively than high school teachers — related
• Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked — related
• Newer teachers (0-3 years) hold more positive views of TPE than veteran teachers (10+ years) — related
• Educator perceptions of TPE become more positive with each year of implementation — related
• Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items — related
• Principals' positive perceptions of TPE rose 17 to 37 percentage points and teachers' rose 20 to 31 percentage points between 2013 and 2016 — related
• Educators who participated in TPE-related training agree more with positive statements about TPE than those without training or information — related
• Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers — a narrower finding that bears on this claim
• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
• Districts are not yet systematically using TPE-generated information, with technology serving mainly as a repository — related
• Educators report that district and school support for TPE is more helpful than state support — related