Resumen

CATALAN, Jorge  y  GONZALEZ, Mauricio. Attitude towards the Evaluation of Teaching Performance and their Relationship to One's Own Self-Performance in Teachers of Elementary Schools in Copiapó, La Serena, and Coquimbo. Psykhe [online]. 2009, vol.18, n.2, pp. 97-112. ISSN 0718-2228.  http://dx.doi.org/10.4067/S0718-22282009000200007.

We studied the relationship between teachers' attitudes towards the evaluation of teaching performance, required by the Ministry of Education, and how they self-evaluate their own performance. The study used a correlational design in which 509 third and fourth grade teachers from the communities of La Serena, Coquimbo, and Copiapó participated. It was found that teachers with a positive attitude rate themselves higher in self-evaluation than those teachers with more negative attitudes. However, this relationship is not linear. We also found that age correlated directly with the self- evaluation and inversely with attitudes. It is suggested that younger teachers are more willing to be evaluated and improve their performance based on these evaluations.

Palabras llave : teaching performance; evaluation of teaching performance; self-evaluation of teaching performance; professional development.