Relationship Between School Professional Climate and Teachers’ Satisfaction with the Evaluation Process

Full Description: 

This REL Northeast & Islands at EDC study examined associations between teachers’ perceptions of school professional climate and their satisfaction with the evaluation process. Given the many challenges in implementing a new evaluation system, members of the Northeast Educator Effectiveness Research Alliance wanted to explore what factors contribute to teachers’ satisfaction with new evaluation processes. A sample of key findings include:

  • Most teacher reported being satisfied with the evaluation process.
  • Teachers reported positive perceptions of their principal’s leadership but perceived themselves to have little influence over school policies. 
  • Of the two concepts used to measure school professional climate—principal leadership and teacher influence—only principal leadership was associated with teachers’ satisfaction with the evaluation process. 
  • Teachers rated at the highest level on their evaluation in 2011/12 expressed more satisfaction with the evaluation process that year than teachers rated at lower levels.
  • Teachers whose evaluation process included student test scores were 2.5 times less likely to be satisfied with the evaluation process than teachers whose evaluation process did not include student test scores.

In May 2016, this report was highlighted in the Education Week article, Teacher Evaluation: The Role of Principal Leadership and Trust.


Natalie Lacireno-Paquet (WestEd), Candice Bocala (WestEd), Jessica Bailey

Publication Date: 



35 pp.
Relationship between school professional climate and teacher satisfaction with evaluation