UCLA

This study examined the impact of teacher evaluation systems used by different Charter Management Organizations (CMOs) across Los Angeles on teacher morale and burnout. The sample was composed of three administrators, three former teachers, and three current teachers from three different CMOs. The research design involved applying qualitative methods to identify aspects of the evaluation system that may lead to a change in teacher morale and burnout. Once interview data were collected from these participants, then identified patterns across the CMOs, the administrators, the current teachers, and the former teachers. The findings both support and extend what is understood about the impact of teacher evaluation systems on teacher morale, burnout, and potentially retention. One pattern identified throughout the study was the impact of a leader on an individual school site campus. Teachers and administrators felt that when evaluations focused on compliance, it was difficult to genuinely engage with and invest in the system. However, when the evaluation system focused on helping teachers improve their practice and differentiate instruction for their students, teachers were willing and eager to engage in the system. The findings also showed that frequent observations, an administrator’s strong contextualized knowledge, enhanced collaboration with other teachers and administrators, and perceived competency by their administrator were also factors influencing teachers’ relationship to the evaluation system. The teachers who spoke of negative experiences with their evaluation system mentioned a lack of trust with their administrator, lack of consistency among coaches, and the creation of a competitive atmosphere. My findings suggest a relationship between different aspects of the evaluation system and teacher morale and burnout.