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Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development

Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development

Erica Murphy-Jessen
Copyright: © 2018 |Pages: 28
ISBN13: 9781522536161|ISBN10: 1522536167|EISBN13: 9781522536178
DOI: 10.4018/978-1-5225-3616-1.ch011
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MLA

Murphy-Jessen, Erica. "Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development." Maximizing Social Science Research Through Publicly Accessible Data Sets, edited by S. Marshall Perry, IGI Global, 2018, pp. 247-274. https://doi.org/10.4018/978-1-5225-3616-1.ch011

APA

Murphy-Jessen, E. (2018). Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development. In S. Perry (Ed.), Maximizing Social Science Research Through Publicly Accessible Data Sets (pp. 247-274). IGI Global. https://doi.org/10.4018/978-1-5225-3616-1.ch011

Chicago

Murphy-Jessen, Erica. "Effects of Annual Professional Performance Review on Teacher Efficacy, Instructional Practices, and Professional Development." In Maximizing Social Science Research Through Publicly Accessible Data Sets, edited by S. Marshall Perry, 247-274. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3616-1.ch011

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Abstract

The purpose of this study was to examine the effects of new Annual Professional Performance Review (APPR) legislation on professional development, instructional practices, and teacher efficacy. Additionally, teacher perceptions of the impact of new APPR standards on the disability classification rate in their school districts were examined. A mixed-method survey was conducted comparing two Average Needs, public school districts, in New York. Although similar student demographics were reported, the disability classification rate in District 1 was above the state the average and District 2 below the state average. The results of this study revealed that the implementation of APPR legislation significantly affected teacher's perceptions of professional development, instructional practices, and teacher efficacy. Professional development proved to be of high importance for all teachers in both districts. However, there was little consensus about the effects of APPR on the disability classification rates.

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