Teacher Perceptions on the Impact of the Missouri Educator Evaluation System on Teacher-Principal Trust

Gibbs, Kyle

Teacher Perceptions on the Impact of the Missouri Educator Evaluation System on Teacher-Principal Trust

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The teacher evaluation process has undergone major reform in recent years. Teachers are scored on education standards and quality indicators. Other components of the reformed evaluation system are student growth measures, student learning objectives, student surveys, professional growth plans, and frequent feedback. The relationship between the teacher and principal is critical and may be impacted by the evaluation process. Trust is an important part of the teacher-principal relationship, and for the purposes of this study, is defined as a teacher’s willingness to be vulnerable with the principal based on the confidence that the principal is competent and shows benevolence toward the teacher. Missouri has implemented considerable change with the Missouri Educator Evaluation System (MEES). There is limited research regarding the impact of the MEES on teacher-principal trust. The study focused on the perceived impact of MEES on teacherprincipal trust. This study utilized a descriptive, correlational QUAN-QUAL approach and yielded descriptive and correlational statistics through the use of survey to collect data. Data showed a statistically significant correlation between overall trust for the principal and the teacher’s willingness to be vulnerable, trust the competence of the principal, and believe the principal to be benevolent during the evaluation process. The study revealed themes that positively impact trust during the evaluation process including praise, feedback, communication, clear expectations, frequent visits, collaboration, honesty, and confidentiality. The study revealed themes that negatively impact trust during the evaluation process including observations being too brief, rating scores, negative feedback, lack of consistency, and anxiety during evaluations.

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