Characteristics of Evaluative Feedback Events that Influence Change in Teacher Performance
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Leadership
Date of Award
Spring 2025
Abstract
Since Race to the Top led most states to revamp their teacher evaluation procedures, most state evaluation systems now require administrators to perform both formal and informal observations and provide teacher feedback. Teacher observation and feedback are primary ways administrators can impact student outcomes, as they allow administrators to support their teachers’ growth. The observation and feedback process represents a substantial time investment on behalf of principals, yet studies show that this practice often falls short of achieving the intended result (i.e., improved teacher practices). It is unclear what specific characteristics of the feedback process increase the likelihood of teachers making changes to their classroom practices that improve student learning outcomes. The purpose of this interpretive critical incident technique study was to discover characteristics of feedback events, from the teachers’ perspectives, that influence their instructional practices. Using an online survey comprised of two open-ended survey questions, the researcher performed a cross-incident analysis on survey responses to identify essential themes connected to the research questions.
Advisor
Peter Williams
Subject Categories
Education
Recommended Citation
White, Paige Leigh, "Characteristics of Evaluative Feedback Events that Influence Change in Teacher Performance" (2025). Electronic Theses & Dissertations. 1273.
https://digitalcommons.tamuc.edu/etd/1273
