Evaluation Feedback And Its Influence On Teachers' Instruction

Abstract

This qualitative case study explored the perceptions of teachers and principals about teacher evaluation feedback and its influence on teacher instruction. Four dyads, each consisting of one principal and one teacher, participated at the elementary and middle school levels of a large-sized, suburban school district. Four research questions included exploring the nature of evaluation feedback from the principal to the teacher; principals’ and teachers’ perception of the evaluation feedback process; and feedback’s role in helping teachers construct understanding about their teaching and their perception about their performance. Interviews, observation, document review and analysis were conducted.

The theoretical frameworks underpinning the study include a blending of Mezirow’s transformative learning theory (1978), Kegan’s constructive-developmental theory (1982), and Drago-Severson’s conceptual model of pillar practices (2006). I proposed that feedback would be an effective and noticeable part of the evaluation process and teachers’ success. I also theorized that Drago-Severson’s (2006) holding environment would be found in several of the participants’ environments, created by the principal to ensure teacher success and student achievement as a result of strong teacher instruction and performance.

The data showed that one of the four dyads participating in the study had a research-based and supported evaluation environment, which included feedback given to teachers by their principal to improve their performance and meet the criteria of Drago-Severson’s (2006) holding environment. All principals believed theirs to be an effective, feedback-oriented, and supported environment; only one of the teachers believed that their principal provided accurate or effective feedback as part of the evaluation process.