The problematic implementation of teacher evaluation policy: School failure or governmental pitfall?

Teacher evaluation policy is implemented in many countries to improve the teaching quality in schools. This paper explores the implementation of teacher evaluation policy in secondary schools in Flanders (Belgium). The case study method is used to explore the implementation process in six schools, which are selected based upon teachers' perception of practicality of new teacher evaluation policy. We contrast three schools in which teachers perceive this policy positively with three schools in which teachers perceive this policy negatively. Due to the generic policy, responsibility for the implementation is shifted to the school. Our study focuses on school leadership actions and on teacher evaluation development characteristics during the implementation process. The results identify a difference in leadership actions and teacher evaluation development characteristics in positive perceiving schools compared to negative perceiving schools. In positive perceiving schools, school leaders formulate high expectations towards teachers, emphasize the importance of appreciation and trust and provide clear communication to teachers about teacher evaluation. Also, two teacher evaluation development characteristics, namely the meso-level support and the goals of teacher evaluation differ in the two subsets of schools. This leaves us wondering whether governments should take greater responsibility in supporting schools and local networks in order to implement policy successfully.