Administrator Perceptions in a Large Urban School District in Texas: Year One of a New Evaluation Process for Teachers

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Spring 2016


The purpose of this study was to explore the perceptions of current administrators about a new teacher evaluation implemented in a large urban school district in Texas. Federal and state government officials challenged school districts to create new, innovative methods and instruments to effectively evaluate teachers. Funding has been allotted and promised to states and local school districts if this task is developed successfully. In this qualitative study, the researcher investigated administrators’ perceptions of the implementation process, the three components of the evaluation instrument, and the effects of the evaluation on teachers and teaching performance. Participants included 12 administrators, selected with qualifications of having with at least 1 years of administration experience. Administrators from each school level, elementary, middle, and high school, were included in the study. The findings of this study include that administrators needed thorough training before and throughout the implementation of a teacher evaluation system. Also the researcher discovered that administrators felt that teacher performance and student achievement should be components when evaluating teachers. Lastly, as a result of the teacher evaluation system implemented, administrators felt that teachers improved instruction due to multiple observations and face-to-face feedback conferences.


Arthur Borgemenke

Subject Categories

Education | Educational Administration and Supervision