Examining Teachers' Perceptions of Fairness Within the New Texas Teacher Evaluation and Support System (T-TESS)

Abstract

The purpose of this case study was to investigate teachers’ perceptions of fairness under the new Texas teacher evaluation system (T-TESS). Using the theoretical framework of procedural justice, the qualitative study measured the teachers’ perceptions of fairness utilizing Leventhal’s six rules (1976) of representativeness, bias suppression, consistency, accuracy, correctability, and ethics. A purposive sample of teachers and campus administrators from an elementary school were surveyed and interviewed. Data were analyzed using the themes from the theoretical framework. Results from this study indicated that the participants found a positive perception of procedural justice in the area representativeness, bias suppression, correctability, and ethics. Procedural injustice was found in the area of accuracy and consistency. Teachers indicated that the observation cycle within T-TESS caused the feelings of unfairness due to the lack of frequency and feedback. This study reinforced the previous research that a strong implementation of the appraisal process is needed in order to create a just system for employees. Future research should be conducted to determine if similar findings occur at the secondary level, and if the addition of observation cycles during the T-TESS process would support positive perceptions of fairness within the teaching staff.