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Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?
Ricardo Cuevas1, Nikos Ntoumanis2, Juan G Fernandez-Bustos1
1Faculty of Education, University of Castilla-La Mancha, Spain.
Journal of School Psychology
|June 5, 2018
Summary
Teacher evaluation pressure negatively impacts motivation and well-being. Increased pressure leads to less autonomous motivation and more amotivation, affecting teacher vitality and exhaustion. This highlights the detrimental effects of performance-based evaluations on educators.
Area of Science:
- Educational Psychology
- Occupational Health Psychology
Background:
- Self-determination theory (SDT) explains motivation and well-being.
- Teacher evaluation based on student performance may create pressure.
- This pressure could influence teachers' psychological states.
Purpose of the Study:
- To test an explanatory model of how evaluation pressure affects teacher motivation and well-being.
- To examine the mediating role of motivation in the pressure-well-being relationship.
Main Methods:
- A sample of 360 Spanish physical education teachers participated.
- Participants completed a multi-scale inventory assessing perceived pressure, motivation, and well-being.
- Structural equation modeling was used to analyze the data.
Main Results:
- Perceived pressure negatively predicted autonomous motivation and positively predicted amotivation.
- Autonomous motivation positively predicted vitality and negatively predicted exhaustion.
- Amotivation mediated the relationship between pressure and both vitality and exhaustion.
Conclusions:
- Evaluation pressure negatively impacts teacher autonomous motivation and psychological health.
- Amotivation plays a key role in mediating the negative effects of pressure on teacher well-being.
- The findings underscore the need to reconsider performance-based evaluation systems for teachers.
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