Perceptions of and experiences with the Indiana teacher evaluation system in physical education

Andrew Dale Eberline, Purdue University


Physical educators face a difficult task of using limited time and resources to fully impact students in the gymnasium. Physical education is labeled as a noncore subject with no standardized test to evaluate student learning. In Indiana, multiple types of teacher evaluation models are used in schools across the state, causing concerns of reliability and validity for educators. The purpose of this study was to describe physical educators’ perceptions of and experiences with the teacher evaluation system in the state of Indiana. Additionally, this research examined challenges faced by teachers as they adapted to teacher evaluation systems. Solutions to the evaluative mandates were sought to address the shortcomings of Indiana teacher evaluations in physical education. This research was a qualitative study of multiple schools throughout Indiana. It was grounded in teacher socialization and involved 22 interviews of physical educators from 15 school corporations. Data were analyzed using inductive analysis and constant comparison. Results revealed six first order themes: Evaluation Process, Teacher Preparedness, Teacher Evaluation Outcomes, Teacher Evaluation Policy, Administration/Evaluators, and the Unique Qualities of Physical Education. Furthermore, the findings showed that while physical educators agreed that evaluations were necessary for accountability, they were dissatisfied with the effectiveness of the current teacher evaluation process. Teachers perceived that evaluations negatively impacted their profession, and expressed that changes are necessary at the state policy level.




Templin, Purdue University.

Subject Area

Physical education

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