1. Touching the untouchable.
Managing emotions and attitudes of teachers towards educational quality.
Jan Vanhoof
Jan.vanhoof(at)uantwerpen.be
For references to the studies used in this ppt, see:

2. Which adjectives can describe the array of emotional responses you experienced so far since your arrival in Antwerp?

3. Six Primary Categories of Emotions
Love = Affection + care
Surprise = Something sudden, never experienced before
Joy = Event of Happiness + feel free
Fear = Anxiety + alarm
Anger = Dissatisfied + violation of rules
Sadness = Heart is Broken + no interest

4. Which of these adjectives would (still) be applicable to you if I would tell you a group of external experts is coming in this evening on behalf of your employer and is going to evaluate:
Your active contribution to this conference so far
&
2. The amount of individual learning that took place so far?

5. 'Nobody wants to be evaluated by anybody at anytime’ (House, 1973)

6. My (and your) interest
School self-evaluation Data use / data informed decision making
School inspection

7. Quality care is not only about
Systems en structures
Regulations
Instruments
it is also about
Emotions
Attitudes
Professional identity

9. Leadership (by principals, middle management and teachers)=
(How) to have an impact on the thinking and behavior of team members
(regarding quality care)

10. Emotions, attitudes and behavior
How the (evaluation) environment is perceived
Attitude
Feelings
Beliefs
Behavioral Intentions
Cognitive process
Emotional process
Emotional episodes
Figure adapted from:
Jones, G.R. (2013). Organizational Theory, Design, and Change. Seventh (global) Edition. New Jersey Pearson Prentice Hall.
Behavior

11. Emotions and attitudes in/about evaluation contexts Empirical findings in 3 Flemish contexts
School self-evaluation Data use / data informed decision making
School inspection

12. Teachers’ attitudes towards school self-evaluation
(N= 2600 teachers)
score 1 - tend towards the left-hand variant
score 6 - tend towards the right-hand variant

13. Inspection effects on staff’s emotions before and during inspection (N=2624 teachers)

14. Teachers’ affective responses to inspection feedback
(N=21 teachers)

15. Data use by Flemish school principals (n=451):
impact of attitude and self-efficacy
- I use data to to underpin school priorities.
- I encourage my team members to use data as a basis
for their decisions.
Data use
Cognitive attitude
- I firmly believe that working with data constitutes a valuable element for the underpinning of my school policy.
Affective attitude
- I am enthusiastic about working with data at school level
Self-efficacy
- I currently regard myself as sufficiently competent to
interpret data correctly

16. Data use by Flemish school principals (n=451):
impact of attitude and self-efficacy

17. Data use by Flemish school principals (n=451):
impact of attitude and self-efficacy

18. Touching the untouchable.
Managing emotions and attitudes of teachers towards educational quality.

19. Provide the team with a common goal
Evaluation is not a goal in itself, it is a means to strengthen the school (community) in:
Making children eager to learn, equipping them with an explorative attitude.
Enabling them in applying knowledge and skills to get a grip on their environment, equipping them with competent behavior,
Making them feel good about themselves and making them socially emotionally strong!  
Making them to treat others with respect, equipping them a basic attitude that strives for solidarity and being connected.

20. He who has a why to live for can bear almost any how.
Friedrich Nietzsche
How strong are we in making explicit what is meaningful and worthwhile in quality care,
individually and collectively?

21. Make the team (feel) competent
From ‘professional development for evaluation use’ to ‘evaluation use for professional development’

22. Selecting evaluation data
When teachers and principels talk about their evaluation literacy (N=24 teachers and principals)
Competent
Selecting evaluation data
Not competent
Interpreting and analyzing evaluation data
Competent
Not competent

23. Make the team (feel) competent
Apply emotional intelligence, since irritations are an inevitable part of innovation
Anticipate, observe (un)conscious signals, understand and react accordingly

24. Make the team (feel) competent
Ellen Mandinach

25. Make the team (feel) competent
Develop evaluation literacy skills
Provide time and resources
Immerse teachers in evaluation contexts
Make existing knowledge and skills explicit, play a brokerage role
Provide good, relevant and accessible information
Enable feedback as a guiding and motivating strategy
Bring the expertise and perspective of external people into your classes and school

26. Create a context of autonomy and development
Set standards about the principles of quality care…
…not about concrete strategies, methods, instruments and topics to be covered

27. (According to the perception of teachers in your educational context), is your quality care system characterised by autonomy for teachers?
Autonomy refers to the need to experience freedom in choosing and deciding on one's own actions. Autonomy is characterized by the absence of experiencing pressure and the feeling that one must obey. Autonomy thus refers to the possibility of determining one's own behavior. For teachers, for example, it concerns experiencing freedom in the choice of own quality care activities and in the alignment of learning activities to one's own needs.

28. (According to the perception of teachers in your educational context), are our quality care systems characterised by a development orientation for teachers?
Make school and classroom development the central goal, accountability is not the primary motivation

29. Self-determination theory: Three basic needs (Deci & Ryan)
Autonomy
Belonging
Self-determination theory: Three basic needs (Deci & Ryan)
Competence

30. 'Nobody wants to be evaluated by anybody at anytime’ towards
Touch the untouchable
from
'Nobody wants to be evaluated by anybody at anytime’ towards
To evaluate, and being evaluated are seen as a natural part of the professional identity of teachers and principals

31. Touching the untouchable.
Managing emotions and attitudes of teachers towards educational quality.
Jan Vanhoof