Please use this identifier to cite or link to this item: http://hdl.handle.net/11718/26133
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dc.contributor.authorChand, Vijaya Sherry-
dc.contributor.authorKuril, Samvet-
dc.contributor.authorDeshmukh, Ketan Satish-
dc.contributor.authorAvadhanam, Rukmini Manasa-
dc.date.accessioned2023-03-21T11:17:27Z-
dc.date.available2023-03-21T11:17:27Z-
dc.date.issued2020-12-11-
dc.identifier.citationChand, V. S., Kuril, S., Deshmukh, K. S., Avadhanam, & Manasa, R. (2020). Assessing teacher innovations: Expert versus peer ratings. International Journal of Educational Management. doi:https://doi.org/10.1108/IJEM- 04-2020-0185en_US
dc.identifier.issn0951-354X-
dc.identifier.urihttp://hdl.handle.net/11718/26133-
dc.description.abstractPurpose The growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?” Design/methodology/approach Innovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality. Findings Expert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality. Originality/value The paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.en_US
dc.language.isoenen_US
dc.publisherEmeralden_US
dc.relation.ispartofInternational Journal of Educational Managementen_US
dc.subjectInnovation ratingsen_US
dc.subjectTeacher innovationsen_US
dc.subjectExpert and peer ratersen_US
dc.subjectTeacher innovative behavioren_US
dc.titleAssessing teacher innovations: expert versus peer ratingsen_US
dc.typeArticleen_US
Appears in Collections:Open Access Journal Articles

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