Understanding teachers’ and school leaders’ perceptions of the teacher assessment process: Implications for teaching practices and ongoing professional development and learning
| dc.contributor.advisor | Brien, Ken | |
| dc.contributor.author | Adeniyi, Ruth Oluwafunke | |
| dc.date.accessioned | 2025-04-22T18:10:05Z | |
| dc.date.available | 2025-04-22T18:10:05Z | |
| dc.date.issued | 2025-03 | |
| dc.description.abstract | Since the early 19th century, there has been a significant emphasis on regulating teachers’ practices and improving schools through rigorous teacher assessment. Teachers and school leaders continue to face ongoing criticism for their struggles to adapt to evolving assessment policies, especially given the limited evidence of improved performance resulting from these changes. This qualitative case study investigates the perceptions and practices surrounding the teacher assessment system within three middle schools in the Anglophone West School District (ASD-W) in New Brunswick. The primary objectives are to examine the understanding of the New Brunswick teacher assessment system among teachers and school leaders, assess their perceptions of autonomy in the assessment process, identify the impact of self-assessments and reflection on instructional practices, and determine how reflective feedback influences ongoing professional learning. Situated within an interpretative paradigm and informed by Weick’s (1995) organizational sensemaking theory, this research aims to understand how teachers and school leaders continuously interpret and navigate assessment processes to make decisions that enhance professional practices. Purposeful sampling was employed to select research sites within the Anglophone West school district (ASD-W). Data collection methods included semi-structured interviews and document reviews to gain comprehensive insights into participants’ perspectives on the assessment system. This study’s findings highlight the importance of educational policies that balance holding teachers accountable while supporting their professional development while fostering an environment of trust and collaboration. Additionally, it emphasizes the need for comprehensive self-assessment frameworks, reflective teaching methods, and personalized ongoing professional development and learning (OPDL) opportunities. These elements are crucial for enhancing teacher empowerment and improving instructional outcomes. Overall, these findings contribute to the broader discourse on teacher assessment and OPDL, offering valuable insights for policymakers, teachers, and school leaders aiming to navigate and enhance the complexities of teacher assessment systems. | |
| dc.description.copyright | ©Ruth O. Adeniyi, 2025 | |
| dc.format.extent | xiii, 291 | |
| dc.format.medium | electronic | |
| dc.identifier.uri | https://unbscholar.lib.unb.ca/handle/1882/38285 | |
| dc.language.iso | en | |
| dc.publisher | University of New Brunswick | |
| dc.rights | http://purl.org/coar/access_right/c_abf2 | |
| dc.subject.discipline | Education | |
| dc.title | Understanding teachers’ and school leaders’ perceptions of the teacher assessment process: Implications for teaching practices and ongoing professional development and learning | |
| dc.type | doctoral thesis | |
| oaire.license.condition | other | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | University of New Brunswick | |
| thesis.degree.level | doctorate | |
| thesis.degree.name | Ph.D. |