THE TEACHER EVALUATION IN CHILE: THE ATTITUDE OF TEACHERS TOWARS INSTRUMENTS THAT EVALUATE TEACHING PROFESSIONAL PERFORMANCE

Abstract

With the purpose of advancing in overcoming the problems of quality and equity in education and starting the installation of the culture of evaluation, since 2003 the evaluation of teaching professional performance has been applied in Chile. The objective of this study is to identify the main milestones and controversies that mark its development, explore the proportion of teachers who have positive, neutral and negative attitudes towards the instruments used by the Ministry of Education to evaluate them and determine their association with a set of factors. All data were collected through a questionnaire that was applied to two samples stratified by administrative dependence of the school. The first measurement was carried out in 2008 and corresponds to 812 professors who work in 80 schools located in the Metropolitan Region of Santiago de Chile and the second at the end of 2015 in which 827 teachers were interviewed. The results indicate that proportions of 26.9% and 30.4% of teachers, for the years 2008 and 2015, respectively, maintain negative attitudes towards the instruments used to evaluate them and that this attitude presents statistically significant relationships with a set of sociocultural factors.