Teacher evaluation in the era of globalization: Teachers' views on evaluation, quality, and resilience in the Greek educational system

One of the implications of globalization for education is the introduction of teacher evaluation models worldwide based on managerial notions such as cost rationalizing, system efficiency and quality, accountability, professionalism and measurable educational outcomes. In the Greek context, a failed attempt was made to introduce a teacher evaluation policy in 2010-2014 based on international standards and requirements. The present qualitative study examines whether teacher evaluation models based on internationally set standards are seen by Greek teachers as promoting their resilience. It was investigated whether teachers considered that the attempted globalization-influenced reform took into account their identities and emotions, which are embedded in particular socio-cultural dynamics. Three focus groups and twelve individual semi-structured interviews were conducted with Greek primary school teachers. Results showed that, according to teachers' views, evaluation models which are oriented towards cost-cutting and competitiveness among schools and teachers have negative implications for teachers' resilience and school climate. Models based on school self-evaluation and in-service training is seen as promoting resilience. It is argued with the support of the empirical data that in a context where educational policies are heavily influenced by globalization tendencies, policy makers should take more into account the socio-cultural context of the educational community instead of opting for top-down educational policies, consider teacher resilience at the individual and organizational level when legislating and listen on teacher's voices transforming this information into useful policy guidelines and education laws.

全球化对教育领域的影响之一，是全球范围内涌现出一批基于管理主义理念的教师评价模式，这类理念涵盖成本合理化、系统效能与质量提升、问责机制、专业素养以及可量化的教育产出。就希腊语境而言，该国曾于2010至2014年间尝试引入一套契合国际标准与要求的教师评价政策，但最终以失败告终。本项质性研究（qualitative study）旨在探究：希腊教师是否认为基于国际既定标准构建的教师评价模式，能够助力其职业韧性（resilience）的提升。研究同时考察了教师群体是否认为，这项受全球化影响的试点改革，兼顾了其嵌入特定社会文化脉络中的身份认同与情感体验。研究团队针对希腊小学教师开展了三组焦点小组访谈（focus groups）与十二场半结构化个人访谈（semi-structured interviews）。研究结果显示，据教师反馈，以削减成本、推动校际与教师间竞争为导向的评价模式，会对教师职业韧性与校园氛围（school climate）产生负面影响。而基于学校自我评估与在职培训（in-service training）构建的评价模式，则被认为能够促进教师职业韧性的提升。本研究基于实证数据提出：在教育政策深受全球化趋势影响的语境下，政策制定者应更加重视教育共同体的社会文化脉络，而非一味推行自上而下的教育政策（top-down educational policies）；在立法过程中需兼顾个体与组织层面的教师职业韧性建设，并倾听教师的声音，将其转化为切实可行的政策指引与教育法规。