School self-evaluation is regarded as an effective way to promote teachers' professional development. Evaluation use plays a key role in this process. Previous studies have focused on describing the process of evaluation use, but have not examined the value added that evaluation use brings to teacher effectiveness. This research divides evaluation use into individual use and organizational use, and explores the relationship between this two dimensions and teacher effectiveness increment. Data were collected from 3,676 teachers in 23 secondary schools who participated in school self-evaluation. The research found that in school self-evaluation, on the basis of controlling the initial teacher effectiveness, the individual use of school self-evaluation can positively predict the later teacher effectiveness, and the lower the initial teacher effectiveness, the higher the regression coefficient. The organizational use of school self-evaluation only adds value to teacher effectiveness for teachers with higher initial teacher effectiveness or higher individual use. For teachers who are not active in individual use, no matter how high organizational use is, it is not helpful to improve their teacher effectiveness. This research reveals the relationship between organizational factors and personal factors in teacher professional development, which is helpful for school leaders to making appropriate school self-evaluation policies to promote teacher professional development.

Authors:
Mingyao Li, Beijing Normal University, China
Lingyan Li, Beijing Normal University, China
Zhihong Zhang, Beijing Normal University, China

About the Presenter(s)
Mr Mingyao Li is a University Doctoral Student at Beijing Normal University in China

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