ABSTRACT
This chapter takes a sociological perspective on teacher evaluation to understand the phenomenon in an organizational context. In doing so, it draws on organizational theory and empirical analyses of the working of schools to shed light on how sociologists understand teacher evaluation and how organizational contexts affect the implementation of teacher evaluation programs. Specifically, this chapter explores techno-rational and loosely coupled perspectives on the nature of schools and the workings of teacher evaluation. In addition, it examines how control and resistance often surface in teacher evaluation.
