This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the…

This study explores the linkages between extrinsic and intrinsic motivation in teachers who are regulated by a career ladder policy in Chile. This work pays attention to specific components of this policy: salary increase, promotion, standards, performance evaluation, and feedback. We shed light on the motivational pattern that emerges from…

During the first years of the new century, Latin America went through significant political changes in a period of economic growth. In education, we identify a 'regulatory governance turn' characterised by the emergence of four policy instruments: 1-New performance-based teaching career regulations with teachers' evaluations, 2-Curricular…

The objective of this research is to characterise classroom teaching practices that promote citizenship education by history teachers who were rated as outstanding (maximum) in the Chilean Teacher Evaluation System. Following an interpretive approach and using methods of data collection and analysis from grounded theory, the recordings of 45…

This article presents the main findings of a mixed-method study that explored ECEC teachers' views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we gathered data from individual and group interviews and an online survey conducted with 268 ECEC teachers. Drawn from both "a…

An important challenge in evaluating the quality of teaching is to arrive at valid distinctions between teachers, particularly in the middle of the performance distribution. This study addressed this issue for the Chilean national teacher evaluation system. Mathematics teachers (N = 51) from the 2 middle adjacent performance categories, and their…

This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these…

This report uses the most recent Organisation for Economic Cooperation and Development (OECD) data, primarily from the Programme for International Student Assessment (PISA) 2015 and Teaching and Learning International Survey (TALIS) 2013 cycles, and seeks to evaluate the Ibero-American, countries where Spanish or Portuguese are the predominant…

This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two…

This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management,…

As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high quality…

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

Teacher practice is normally assessed by observers who watch classes or videos of classes. Here, we analyse an alternative strategy that uses text transcripts and a support vector machine classifier. For each one of the 710 videos of mathematics classes from the 2005 Chilean National Teacher Assessment Programme, a single 4-minute slice was…

This paper addresses the perceived consequences of the Chilean national teacher evaluation system. We interviewed 57 school leaders in 30 schools across 10 municipalities about effects and uses of the assessment in their schools. Results show that in the large majority of schools our interviewees observe positive effects such as increased teamwork…

This paper describes convergent validity evidence regarding the mandatory, standards-based Chilean national teacher evaluation system (NTES). The study examined whether NTES identifies--and thereby rewards or punishes--the "right" teachers as high- or low-performing. We collected in-depth teaching performance data on a sample of 58…