RYU, JISU2021-02-222021-02-222020-12https://hdl.handle.net/11299/218688In many countries, teacher evaluation has been viewed as a policy lever to improve the quality of teaching and student achievement. Recent research suggests that teacher evaluation can also be implemented as a mechanism for professional growth with careful consideration of the organizational context. However, few studies have examined the way in which a teacher evaluation policy may result in the improvement of teaching. Two key features of effective teacher evaluation are first, balancing the two purposes of accountability and professional growth and second, implementing teacher evaluation policies with a shared responsibility among teachers, administrators, and government agencies. This dissertation explored the applicability of this analytical framework within schools by examining associations among teacher evaluation outcomes, their impact on various aspects of teaching, and a school climate of shared responsibility. The framework was used to examine teacher evaluation in four countries: the U.S., Finland, South Korea, and Japan. This study delved into the following questions: (1) How are national teacher evaluation policies implemented at the local level in four countries? (2) How are teacher evaluation policies and school climate associated with teachers’ perceived professional capacity in four countries? (3) How are teacher evaluations associated with teachers’ professional capacities when evaluation is accompanied by support of teacher professional growth? These research questions were investigated using the Organization for Economic Cooperation and Development (OECD) 2013 surveys of principals and teachers. The findings showed that, despite differences in national policies to reform teacher evaluation, teachers in all four countries still viewed teacher evaluation largely as an administrative requirement. However, further analysis revealed that teachers were more likely to perceive that teacher evaluation was positively associated with their professional capacities when it was coupled with school-level actions to support their professional growth and a school-level climate of shared responsibility. Because teacher evaluation policies exist in most countries, the potential impact of improved implementation at local and national levels could be substantial.enComparative studyEducational PolicyProfessional capacitySchool leadershipStructural Equation ModelingTeacher evalauationThesis or Dissertation