Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia
| dc.contributor.author | Nabors, Autumn Nicole | en |
| dc.contributor.committeechair | Price, Ted S. | en |
| dc.contributor.committeemember | Evans, Lyle Elton | en |
| dc.contributor.committeemember | Twiford, Travis W. | en |
| dc.contributor.committeemember | Cash, Carol S. | en |
| dc.contributor.department | Educational Leadership and Policy Studies | en |
| dc.date.accessioned | 2016-10-27T06:00:36Z | en |
| dc.date.available | 2016-10-27T06:00:36Z | en |
| dc.date.issued | 2015-05-05 | en |
| dc.description.abstract | Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous teacher evaluation studies demonstrated the need to further examine the feedback in evaluation systems and their role in teacher professional growth. The purpose of the study was to identify the perceptions of teachers and administrators regarding the feedback teachers receive from the teacher evaluation process, how they perceive the impact of feedback on teacher growth, and what professional development has been offered because of the feedback. This descriptive study used qualitative data and quantitative data derived from a modified version of the Teacher Evaluation Profile (TEP) survey. The findings from this study indicated that teachers perceive the quality of feedback they received to be lower than administrators perceived the quality of the feedback they gave, specifically in regards to the frequency of the feedback and quality of the information contained in the feedback. In addition, there was a significant difference in the perceptions of the quality of feedback between elementary teachers and administrators and secondary teachers and administrators. Though teachers and administrators both perceived the working relationships as positive, few teachers reported making adjustments to their teaching practices in response to the feedback received. Teachers did not perceive teacher professional growth from adjustments made in their teaching practice in response to the feedback. Teachers also noted few opportunities for professional development suggested in feedback. As suggested by the findings, professional development needs to be specific in regards to providing effective feedback. Finally, teachers, with the help of administrators, need to focus on creating goals and growth plans with specific professional opportunities to help teachers grow professionally and positively impact student outcomes. | en |
| dc.description.degree | Ed. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:4979 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/73330 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Teacher Evaluation | en |
| dc.subject | Feedback | en |
| dc.subject | Teacher Perceptions | en |
| dc.subject | Teacher Effectiveness | en |
| dc.title | Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ed. D. | en |
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