Open Access

How principals identify low-performing teachers in public schools? Evidence from Chile

   | Dec 29, 2023

Cite

Aravena, F. (2016). Preparing school principals in Chile: Lessons from Australia, England and US. Journal of Educational Administration and History, 48, 1-16. Aravena, F., & Hallinger, P. (2018). Systematic review of research on educational leadership and management in Latin America, 1991–2017. Educational Management Administration & Leadership.46(2), 207-225. Search in Google Scholar

Aravena, F., & Madrid, R. (2020). The shock absorbers: School principals and their conflicts in Chile. Journal of Educational Administration and History, 52(4), 417-431. Beerens, D. (2000). Evaluating teachers for professional growth. Thousand Oaks, CA: Corwin Press. Search in Google Scholar

Bridges, E. (1992). The Incompetent teacher: Managerial response. London, UK: The Falmer Press. Search in Google Scholar

Bridges, E., & Gumport, P. (1984). The dismissal of tenured teachers for incompetence. Stanford, California: Institute for Research on Educational Finance and Governance, Technical Report. Search in Google Scholar

Bush, T. (2008). From management to leadership: Semantic or meaningful change. Educational Management, Administration and Leadership, 36(2), 271–288. Search in Google Scholar

Cheng, J. (2014). Attitudes of principals and teachers toward approaches used to deal with teacher incompetence. Social behavior and personality, 42(1), 155-176. Dandoy, J. (2012). Principals’ perceptions of barriers to dismissal of poor-performing teachers. University of Kansas: Doctoral dissertation. Search in Google Scholar

Darling-Hammond, L., & Rothman, R. (2015). Teaching in the flat world: Learning from high-performing systems. New York, NY: Teachers College Press. Search in Google Scholar

Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu Q Brown, E., & Ahtaridou, E. (2011). School leadership and student outcomes: Building and sustaining success. Maidenhead: Open University Press. Search in Google Scholar

Falabella, A. (2020). The ethics of competition: Accountability policy enactment in Chilean schools’ everyday life. Journal of Educational Policy, 35(1), 23-45. Search in Google Scholar

Fuhr, D. (1993). Managing mediocrity in the classroom. School Administrator, 50(4), 26–29. Search in Google Scholar

Futernick, K. (2010). Incompetent teachers or dysfunctional systems? Phi Delta Kappan, 92(2), 59-64. Search in Google Scholar

Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44. Search in Google Scholar

Hanushek, E. (2009). Teacher deselection. Dan Goldhaber, D., & Hannaway (Eds.). Creating a new teaching profession (pp. 163-180). Washington, D.C.: Urban Institute Press. Search in Google Scholar

Hallinger, P., & Lee, M. (2013). Exploring principal capacity to lead reform of teaching and learning quality in Thailand. International Journal of Educational Development, 33(4), 305–315. Search in Google Scholar

Hallinger, P., & Wang, W. (2015). Assessing instructional leadership with the principal instructional management rating scale. Dordrecht: Springer Search in Google Scholar

Hattie, J. (2015). High impact leadership. Educational Leadership, 72(5), 37-40. Hollinger, T. (2016). Self-reported principal leadership practices that support struggling teachers for improvement. Middle Tennessee State University: Doctoral Dissertation. Search in Google Scholar

Ing, M. (2010). Using informal classroom observations to improve instruction. Journal of Educational Administration, 48(3), 337–358. Search in Google Scholar

Kerrins, J., &Cushing, K. (2000). Taking a second look: Expert and novice differences when observing the same classroom teaching segment a second time. Journal of Personnel Evaluation in Education, 14, 5-24. Search in Google Scholar

Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5-22. Search in Google Scholar

Machell, J. (1995). The teacher evaluation environment: An examination of attributes related to teacher growth. Journal of Personnel Evaluation in Education, 9, 259-273. Search in Google Scholar

Marfan, J., & Pascual, J. (2017). Comparative study of school principals’ leadership practices. Educational Management Administration & Leadership, 46(2), 279-300. Search in Google Scholar

May, H., & Supovitz, J. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2), 332-352. Search in Google Scholar

Menuey, B. (2007) Teachers’ perceptions of professional incompetence and barriers to the dismissal process. Journal Personal Evaluation Education, 18, 309–325. Search in Google Scholar

Ministry of Education. (2018). National results of teacher´s evaluation process 2018. Retrieved from: https://www.cpeip.cl/wp-content/uploads/2019/08/Resultados--Evaluaci%C3%B3n-Docente-2018.pdf Search in Google Scholar

Ministry of Education. (2015). Framework for good school leadership and management (Marco Para La Buena Dirección Y El Liderazgo Escolar) Santiago, Chile. Search in Google Scholar

Montecinos, C., Bush, T., & Aravena, F. (2018). Moving the school forward: Problems reported by novice and experienced principals during a succession process in Chile. International Journal of Educational Development, 62, 201-208. Search in Google Scholar

Nye, B., Konstantopoulos, S., & Hedges, L. (2004) How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237-257. Search in Google Scholar

OECD. (2016). School leadership for learning: Insights from TALIS 2013. Paris: OECD Publishing. Search in Google Scholar

Owings, W., Kaplan, L., Nunnery, J., Marzano, R., Myran, S., & Blackburn, D. (2006) Teacher quality and troops to teachers: A national study with implications for principals. NASSP Bulletin, 90, 102-131. Search in Google Scholar

Painter, S. (2000). Principals’ perceptions of barriers to teacher dismissal. Journal of Personnel Evaluation in Education, 14, 253-264. Search in Google Scholar

Paton, M. (2002). Qualitative research and evaluation methods (2nd ed). Sage: Newbury Park, CA. Search in Google Scholar

Peterson, K. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks, CA: Corwin Press. Search in Google Scholar

Quiroga, M., & Aravena, F. (2018). The new teaching career policy in Chile: Perspectives from school principals. KEDI Journal of Educational Policy, 15(2), 105-120. Search in Google Scholar

Range, B., Duncan, E., Day, S., & Haines, C. (2012) School leaders´ perceptions about incompetent teachers: Implications for supervision and evaluation. NASSP Bulletin, 96(4), 302-322. Search in Google Scholar

Rivers, J., & Sanders, L. (2002). Teacher quality and equity in educational opportunity: findings and policy implications. Stanford: Hoover Institution Press. Search in Google Scholar

Rhodes, C., & Beneicke, S. (2003). Professional development support for poorly performing teachers: challenges and opportunities for school managers in addressing teacher learning needs. Journal of In-Service Education, 29(1), 123-140. Search in Google Scholar

Robinson, V., Hohepa, M., & Lloyd, C. (2008) School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration [BES]. Wellington, NZ: New Zealand Ministry of Education. Search in Google Scholar

Shaked, H., Gross, Z., & Glanz, J. (2019). Between Venus and Mars: Sources of gender differences in instructional leadership. Educational Management, Administration and Leadership 47(2), 291–309. Search in Google Scholar

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed). Sage, Thousand Oaks: CA. Search in Google Scholar

Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Search in Google Scholar

Thoonen, E., Sleegers, P., Oort, F., Peetsma, T., & Geijsel, F. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536. Search in Google Scholar

Torff, B., & Sessions, D. (2009). Principals’ perceptions of the causes of teacher ineffectiveness. Journal of Educational Psychology, 97, 530-537. Search in Google Scholar

Tucker, P. (1997). Lake Wobegon: Where all teachers are competent (or, have we come to terms with the problem of incompetent teachers?). Journal of Personnel Evaluation in Education, 11, 103-126. Search in Google Scholar

Tucker, P. (2001). Helping struggling teachers. Educational Leadership, 58(5), 52-55. Search in Google Scholar

Weinstein, J., Marfan, J., & Horn, A. (2016). Chile: School leadership challenged by double accountability towards schools. In: Easley, J, & Tuliwitzki, P. (Eds.) Educational Accountability: International Perspectives on Challenges and Possibilities for School Leadership (pp.54-72). New York: Routledge. Search in Google Scholar

Weinstein, J., & Muñoz, G. (2014). What do we know about school principals?: Lessons from the case of Chile. Interamerican dialogue. Retrieved from: https://prealblog.files.wordpress.com/2014/12/final-school-principals-in-chile-english--fs-12-1-14.pdf Search in Google Scholar

Whitehead, B., Boschee, F., Decker, R. (2013). The principal: Leadership for a global society. Los Angeles: Sage Publications. Search in Google Scholar

Witziers, B. (2004) Educational leadership and students achievements: The elusive search for an association. Council of Education Administration Published, 39, 398–425. Search in Google Scholar

Wragg, E., Haynes, G., Wragg, C., & Chamberlin, R. (2000). Failing Teachers? London, UK: Routledge. Search in Google Scholar

Yariv, E. (2004). “Challenging” teachers. Educational Management Administration Quarterly, 32, 149-169. Search in Google Scholar

Yariv, E. (2009). Principals’ informal methods for appraising poor-performing teachers. Educational Assessment, Evaluation and Accountability, 21(4), 283–298. Search in Google Scholar

Yariv, E., & Coleman, M. (2005). Managing “challenging” teachers. International Journal of Educational Management, 19(4), 330-346. Search in Google Scholar

Yariv, E, & Kass, E. (2019). Assisting struggling teachers effectively. Educational Management Administration and Leadership, 47(2), 310-325. Search in Google Scholar

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan and the United States. Communication Education, 56(2), 209-227. Search in Google Scholar

eISSN:
1338-1563
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Social Sciences, Education, other