Date of Award

4-2018

Type

Dissertation

Major

Doctor of Education

Department

Counseling, Foundations & Leadership

Abstract

A vital part of the teacher evaluation process was the feedback teachers received following classroom observations. The provision of feedback by school administrators was intended to help teachers improve their instructional practice and raise student achievement. Teachers needed immediate feedback on their performance to make the necessary instructional adjustments in order to be more effective in the classroom. Evaluation feedback needed to be useful and intentional, with suggestions and strategies for improvement. The purpose of this qualitative case study was to determine teachers’ perceptions of teacher evaluation feedback. Eight interviews were conducted at an elementary school in Middle Georgia, using a semistructured interview protocol. The study was formed around two research questions. 1) To what extent do teachers perceive teacher evaluation feedback improves performance? 2) To what extent do teachers with varied years of teaching experience perceive teacher evaluation feedback improves performance? Eleven themes and four subthemes emerged through data analysis. Themes included feedback, influence of feedback, TKES evaluation, improvement, conversation, time, trust, emotion, depends on the evaluator, snapshot evaluation and obligation. Subthemes included effective feedback, written feedback, ineffective feedback and verbal feedback. Data results from the study indicated that teachers had negative perceptions of evaluation feedback and the improvement of performance. Participants expressed negativity about several aspects of feedback such as the lack of time principals give to evaluation and feedback, the inconsistency of feedback ratings and lack of influence feedback has on teaching performance.

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