Teacher Evaluation and Teacher Effectiveness
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: 10 February 2026 | Viewed by 1
Special Issue Editors
Interests: classroom-based assessment; international comparisons of teaching; teaching effectiveness; teacher belief and practices; international comparisons of teaching
Special Issue Information
Dear Colleagues,
We are pleased to invite you to contribute to a Special Issue of Education Sciences focused on teacher evaluation and teacher effectiveness. Teacher evaluation has evolved over time from focusing on the moral values of a teacher in the early 1900s to standards-based evaluation models of today. In contemporary terms, teacher evaluation systems often seek to serve two needs: accountability and improvement. Over the past two decades, multiple reform efforts across the world have focused on these dual purposes of teacher evaluation – professional growth and accountability. During this time, the focus shifted from the inputs of teaching (teacher quality) to the outcomes of teaching (teacher effectiveness) and, more recently, to a balance of inputs and outcomes.
The underlying theory of action for teacher evaluation is the improvement of teacher effectiveness. This Special Issue explores new directions related to the intersection of teacher evaluation and teacher effectiveness.
Themes include:
- New directions in teacher evaluation
- Teacher effectiveness in terms of both teaching processes and teaching results
- Relationships between teacher evaluation and teacher effectiveness
- International perspectives on teacher evaluation and teacher effectiveness
Submissions may include but are not limited to:
- Teacher evaluation processes and practices
- How teacher evaluation impacts teacher growth, development, and accountability
By exploring these issues, we seek to uncover future directions of conceptions of teacher effectiveness, teacher evaluation, and the nexus between them.
Dr. Leslie W. Grant
Dr. James H. Stronge
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- teacher performance appraisal
- teacher observation
- teacher feedback
- teacher evaluation
- teacher effectiveness
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