Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

中文翻译：

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中学教师评价反馈与教学实践自我效能感

目的：本研究调查了中学老教师对评价反馈的感知与教学实践自我效能感之间的关系，其研究问题是：评价过程、教师对评价反馈的感知和老中学之间的关系是什么？教育教师对个人教学实践的自我效能感？方法：参与者是从佛罗里达州中西部的两个学区招募的。该研究检验了两个假设。假设1：资深中学教师教学实践自我效能感与评价体系类型（标准与非标准）和反馈特异性（高与低特异性）相关。假设2：资深中学教师对评价反馈特征的看法将预测教师对个人教学实践的自我效能感。研究工具包括教师效能感量表 (TSES; Tschannen-Moran & Hoy, 2001) 和其他与反馈相关的问题。教师是通过两个地区的看门人招聘的，并被邀请参加在线调查。结果：在假设 1 的检验中，方差分析显示，与报告接受非特定评估反馈的教师相比，报告接受特定评估反馈的教师也报告了更高的教师自我效能感，尽管标准与非标准评估系统没有差异. 为了检验假设 2，多元回归分析表明，反馈的感知价值是教师自我效能感的最强预测因子。结论：这些发现将教师对评价反馈的看法与教师教学实践的自我效能联系起来，有可能为改进专业发展实践的创造提供信息。