Standards-Based Evaluation and Teacher Career Satisfaction: A Structural Equation Modeling Analysis

Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among perceptions of characteristics of standards-based evaluation, work environment mediators, and career satisfaction and other outcomes. Four comprehensive high schools located in two neighboring counties in southern California provided the data for this study. The schools’ districts had recently developed and implemented evaluation systems based on six California Standards for the Teaching Profession generated in 1997. One hundred and seventy-eight teachers responded to survey questions designed to capture the following constructs: understandable/relevant standards, satisfactory/helpful evaluation, role ambiguity, effort performance-rating linkage, work criteria autonomy, career satisfaction, organizational commitment, and perceptions of the effectiveness of the evaluation system. Confirmatory factor analysis was used to assess whether the items measuring evaluation fit two hypothesized constructs. Structural equation modeling results indicated that there are two mediators in the evaluation-career satisfaction relationship: role ambiguity and work criteria autonomy.

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