The Relationship between Teachers’ Attitudes toward Measurement and Evaluation and their Perceptions of Professional Well-Being

Abstract

Problem Statement: The quality of teaching at schools mostly depends on the teachers’ competencies. One of these competencies is measurement and evaluation (MaE). Evaluation of the students’ cognitive, affective, and psychomotor development requires skills and knowledge about various measuring tools and techniques. It is essential for a teacher to have a good command of the concepts in MaE, certain skills, and positive attitudes. In this way, teachers can evaluate and develop their own teaching methods and reach fewer value judgments, and consequently, they can have better professional perceptions of themselves. Therefore, this study anticipates the existence of a relationship between teachers’ attitude on MaE and perception of professional well-being (PWB).
Purpose of the Study: The aim of the study is to examine the relationship between teachers’ attitudes toward measurement and evaluation and their perceptions of professional well-being (PWB) in the branch teachers working at public elementary and secondary schools.
Method: The present study is a relational study with a descriptive pattern aimed to describe the relationship between teachers’ attitudes toward MaE and their perceptions of PWB. The Scale of Teacher Perception of PWB and the Scale of Teacher Attitude toward Measurement-Evaluation were used as data collection tools. Data was collected from 301 branch teachers teaching at public elementary and secondary schools in Aksaray Province 

between March and May of 2014. Data was analyzed using descriptive statistics and multiple linear regression analysis.
Findings and Results: The results of the study revealed that teachers had positive attitudes toward MaE and perceptions of PWB. A significant positive relationship was found between the teachers’ attitudes toward MaE and their perceptions of PWB. Attitude toward MaE was identified as a significant predictor of perception of PWB.
Conclusions and Recommendations: In the present study, a significant positive relationship that may be considered strong was found between the teachers’ attitudes toward measurement-evaluation and their perceptions of PWB. The fact that the attitude developed by teachers toward MaE has a relatively strong effect on their perception of PWB indicates the place of MaE in their professional lives. It may be concluded that as the teachers’ attitudes toward MaE improves they may feel better professionally.
Keywords: “Professional Well-Being” “Measurement” “Evaluation” “Attitude” “Secondary research”