Nationally, teachers have experienced major changes in how their performance is evaluated. Teacher satisfaction with the evaluation system likely influences whether they will use the evaluation data to make instructional improvements, yet we know little about teachers’ perceptions of their evaluations. Using survey data from Chicago Public Schools, we explore teacher satisfaction with the evaluation system and their perceptions of its fairness and accuracy. Sixty percent of teachers reported being satisfied with the district’s reformed teacher evaluation. However, satisfaction declined following the implementation of the district’s more rigorous evaluation system, driven by tenured teachers’ differentially negative impressions. Notably, teacher satisfaction was higher in schools with strong climates, particularly where teachers perceived instructional leadership as effective. These findings underscore the importance of school leaders in the implementation of teacher evaluation policies and suggest that some principals need support fostering school climates focused on instructional improvement and building strong relationships with staff.

中文翻译：

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老师对他们的评价满意吗？教学背景和随时间变化的趋势的重要性

在全国范围内，教师的绩效评估方式发生了重大变化。教师对评估系统的满意度可能会影响他们是否会使用评估数据来改进教学，但我们对教师对其评估的看法知之甚少。利用芝加哥公立学校的调查数据，我们探讨了教师对评估系统的满意度以及他们对其公平性和准确性的看法。百分之六十的教师对该学区改革后的教师评估感到满意。然而，在学区实施更严格的评估体系后，由于终身教师的不同负面印象，满意度有所下降。值得注意的是，在氛围浓厚的学校，特别是在教师认为教学领导有效的学校，教师满意度更高。这些发现强调了学校领导在实施教师评价政策中的重要性，并表明一些校长需要支持培育注重教学改进和与员工建立牢固关系的学校氛围。