Administrator Perceptions of the Texas-Teacher Evaluation and Support System (T-TESS) Toward Teacher Growth in a Medium-size Suburban District
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Leadership
Date of Award
Spring 2025
Abstract
For this qualitative study, the researcher investigated the perceptions of assistant principal and principal teacher-appraisers in a medium-size suburban Texas school district. This narrative inquiry contains investigative semi-structured interviews to explore the teacher-evaluation perceptions and practices of 11 assistant principals and principals of elementary, middle and high school campuses. The researcher explored previous research to help identify gaps in the field, which helped shape and form the design of the study and the research questions. While researchers had investigated teacher perceptions of teacher evaluations, little was known about how Texas administrators perceived the effectiveness of the Texas-Teacher Evaluation and Support System (T-TESS) in measuring teacher growth. If student growth relies on effective teaching, this researcher used a narrative inquiry study to examine administrators’ perceptions of each component of T-TESS, and also the holistic usefulness of T-TESS in promoting teacher growth. While campus administrators must be formally trained in T-TESS prior to using it to appraise teachers, many principals and assistant principals had vastly different perceptions of T- TESS’ usefulness in truly growing teachers. This study may further help principals and assistant principals understand to what degree their own perceptions align with the perceptions of participants of this study. Furthermore, by better understanding the perceptions of this study’s participants, other campus administrators may be able to apply this knowledge to their campus appraisal practices. The researcher determined that trust, building relationships, and working beside teachers to coach them rather than catch them, were essential for principals and assistant principals to grow teachers.
Advisor
Melissa Arrambide
Subject Categories
Education
Recommended Citation
Babineaux, K. Jamie, "Administrator Perceptions of the Texas-Teacher Evaluation and Support System (T-TESS) Toward Teacher Growth in a Medium-size Suburban District" (2025). Electronic Theses & Dissertations. 1253.
https://digitalcommons.tamuc.edu/etd/1253
