Teacher evaluation feedback as a lever to support teacher autonomy and retention

Currently, 2 of the important movements impacting teaching and learning in schools are high rates of teacher turnover and a shift away from the accountability-based teacher evaluation systems implemented about a decade ago. While many issues influence how teachers feel about their profession and shape decisions to stay or leave, one important aspect is teacher sense of autonomy and agency. Self-determination theory suggests there are three basic and universal psychological needs: autonomy, concerning the ability to make and carryout independent choices; competence; and relatedness. In this article, we describe how teacher retention and evaluation are connected and propose ways to use feedback as a lever for improving teacher retention. Consistent with self-determination theory, we offer suggestions for evaluators regarding how to engage in evaluation feedback with teachers in ways that will support autonomy directly and through fostering competence and relatedness to ultimately help them remain in the field.