EXPLORING TEACHERS’ PERCEPTIONS OF THE TEACHER APPRAISAL SYSTEM AND ITS INFLUENCE ON TEACHERS’ SELF-EFFICACY AND WELLBEING

Abstract

This phenomenological case study explores how teachers perceive the teacher appraisal system and how it influences teachers’ self-efficacy and wellbeing, guided by Bandura’s (1997) theory of self-efficacy and Seligman’s (2011) PERMA model of wellbeing. Focusing on the lived experiences of educators within the context of one NIS school in Astana, the study seeks to understand how the perceived appraisal processes and components shape teachers’ beliefs in their professional capabilities and impact their overall wellbeing. The study uncovers a range of perspectives on the teacher appraisal system through semi- structured interviews with a purposeful sample of teachers and provides qualitative data that illuminates the interplay between appraisal purposes and components, school administrators' support, quality feedback that influence teachers' beliefs in their professional competence and wellbeing. Emerging themes highlight the importance of fairness, transparency, and equity in the system, the critical role of school administrators’ support in reducing stress and enhancing motivation, the need for clarity of assessment criteria, and the quality of feedback received. This study contributes to the discourse on educational policy and practice by highlighting the need for teacher appraisal systems that not only uphold professional standards but also enhance teacher self-efficacy and promote sustainable wellbeing.