[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601822-105":3,"doc-detail-601822-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-invisible-schism-teachers-and-administrators-differing-perceptions-of-education-reforms-601822","The Invisible Schism: Teachers’ and Administrators’ Differing Perceptions of Education Reforms","","This study investigates how teachers and administrators perceive education reforms, with emphasis on a state-enacted bill that changes teacher evaluations. A mixed-method approach combines an electronic survey and qualitative follow-up through open-ended responses and semi-formal interviews. Data come from teachers and administrators in the Rockies School District, regarding Colorado Senate Bill 10-191: Great Teachers and Leaders Act, plus each group’s general views on evaluation and reform. Results show shared reform views within each group but statistically significant differences between groups, with a perception gap affecting reform implementation collaboration and support for student learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-invisible-schism-teachers-and-administrators-differing-perceptions-of-education-reforms-601822/601822/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-invisible-schism-teachers-and-administrators-differing-perceptions-of-education-reforms-601822/601822.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What education reform does the study focus on?","Question",{"text":63,"@type":64},"The study focuses on a state-enacted education bill that altered teacher evaluations, specifically Colorado Senate Bill 10-191: Great Teachers and Leaders Act.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were teachers’ and administrators’ perceptions collected?",{"text":68,"@type":64},"Perceptions were gathered using a mixed-method design, including an electronic survey and qualitative data from open-ended responses and semi-formal interviews.",{"name":70,"@type":61,"acceptedAnswer":71},"What key difference emerged between teachers and administrators?",{"text":72,"@type":64},"Teachers and administrators held similar views within their own groups, but their perceptions differed significantly on more than half of the survey questions, revealing a perception gap on critical implementation issues.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601822,1792144180,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 24 Number 87 August 8, 2016 ISSN 1068-2341 |  |\n\nThe Invisible Schism: Teachers’ and Administrators’Differing Perceptions of Education Reforms  \nSarah Melvoin Bridich  \nUniversity of Denver  \nUnited States  \nCitation: Bridich, S. (2015). The invisible schism: Teachers’ and administrators’ differing perceptions of education reforms. Education Policy Analysis Archives, 24(87) .  \n[http://dx.doi.org/10.14507/epaa.24.2192](http://dx.doi.org/10.14507/epaa.24.2192)  \nAbstract: This study examined teachers’ and administrators’ perceptions of education reforms, focusing on a state legislated education bill that altered teacher evaluations. A mixed-method design, including an electronic survey, was used to gather perceptions of Colorado Senate Bill 10-191: Great Teachers and Leaders Act from teachers and administrators in the Rockies School District (RSD), as well as these two groups’ general perceptions of teacher evaluations, education reforms, and change. Results revealed that teachers collectively hold similar views of education reforms, as do administrators; however, how each group perceives these elements of education policy and reform differs significantly. Both teachers and administrators believed that their groups see education reforms similarly, yet these groups had statistically significant differences on more than half of the survey questions. Qualitative data, in the form of open-ended responses to survey questions and semi-formal interviews, corroborated these findings. The two groups were unaware that their perceptions vary on critical issues related to the successful implementation of this education reform. This perception gap raises the questions of whether and how they can work together as reform implementation moves forward, and whether and how they can collectively support student learning as each group envisions, regardless of the policy itself.  \nKeywords: education reform; education policy; teacher perceptions; teacher evaluations; teacher effectiveness; teacher quality; administrator perceptions  \nEl cisma invisible: Las percepciones diferentes de la reforma educativa por parte de profesores y administradores  \nResumo: Este estudio examinó las percepciones de profesores y administradores sobre la reforma educativa, enfocado en una iniciativa legislada por el estado que cambió las evaluaciones de profesores. Se usó un disenso de métodos mixtos, incluyendo una encuesta electrónica, para obtener percepciones de Colorado Senate Bill 10-191: Great Teachers and Leaders Act de profesores yadministradores en el Rockies School District (RSD), junto con las percepciones generales de estos dos grupos sobre la evaluación de profesores, reformas educativas y cambios. Los resultados mostraron que los profesores colectivamente tienen perspectivas de la reforma educativa similares alas de los administradores; sin embargo, la manera en que cada grupo percibe estos elementos de lapolítica educativa y reforma varía significativamente. Los profesores al igual que los administradores creyeron que sus grupos tienen perspectivas similares de las reformas educativas; sin embargo, estos grupos tuvieron diferencias estadísticamente significativas en más de la mitad de las preguntas de la encuesta. Los datos cualitativos, en forma de respuestas abiertas a las preguntas de la encuesta yentrevistas semi-formales, corroboraron estos resultados. Los dos grupos no se dieron cuenta que sus percepciones varían en cuestiones criticas relacionadas a la implantación exitosa de esta reforma educativa. Esta brecha en percepción genera cuestiones de si y como se pueden cooperar mientras que procede la reforma, y también sí y como pueden apoyar el aprendizaje del estudiante colectivamente en la manera que cada grupo se imagine, a pesar de la política en sí .  \nPalabras-claves: reforma educati","cbCaigroCDFip3p4","https://ap.wps.com/l/cbCaigroCDFip3p4","pdf",558691,25,"English","# Abstract\n# Keywords\n# Citation\n# Study Overview\n## Method\n## Findings\n## Implications","[{\"question\":\"What education reform does the study focus on?\",\"answer\":\"The study focuses on a state-enacted education bill that altered teacher evaluations, specifically Colorado Senate Bill 10-191: Great Teachers and Leaders Act.\"},{\"question\":\"How were teachers’ and administrators’ perceptions collected?\",\"answer\":\"Perceptions were gathered using a mixed-method design, including an electronic survey and qualitative data from open-ended responses and semi-formal interviews.\"},{\"question\":\"What key difference emerged between teachers and administrators?\",\"answer\":\"Teachers and administrators held similar views within their own groups, but their perceptions differed significantly on more than half of the survey questions, revealing a perception gap on critical implementation issues.\"}]","The Invisible Schism: Teachers’ and Administrators’ Differing Perceptions of Education Reforms | PDF",1792093484,63,{"code":4,"msg":82,"data":100},[101,105,109,113,118,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]