Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2022 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Positive, trusting relationships between teachers and evaluators lessened anxiety around teacher evaluation, encouraged engagement, and made teachers more open to feedback and less defensive. → Shyjka 2022
Evidence¶
Shyjka 2022¶
Shyjka, A. (2022). Reaching for improvement: Teacher evaluation and its role in instructional improvement. Chicago, IL: University of Chicago Consortium on School Research. https://www.cps.edu/about/departments/talent/
q2 · i? · qualitative · r2
Qualitative interviews with 44 teachers across 7 CPS schools found that "Positive, trusting relationships between teachers and evaluators lessened anxiety around teacher evaluation and encouraged engagement in the process." Teachers with trusting relationships took a "benefit of the doubt" view of REACH.
"Positive, trusting relationships between teachers and evaluators lessened anxiety around teacher evaluation and encouraged engagement in the process."
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
Related Claims¶
- Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related
- Using co-regulation strategies helped facilitators and youth build warm, trusting relationships — related
- Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional — related
- Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — related
- Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — related
- Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
trusting-teacher-evaluator-relationships-reduce-anxiety |
title |
Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback |
description |
Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shyjka-2022 |
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