Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Z. Norris

Abstract

Research has shown that teacher evaluation feedback has not positively impacted teachers’ practice or instruction. An average of 53% of U.S. Virgin Island teachers disagreed or strongly disagreed on the value of the feedback they received from administrators on the evaluation system. The purpose of this basic qualitative study was to explore the influence of administrator feedback on the teacher evaluation system as it related to improving teacher instructional practice. Two research questions focused the study approach, one on teacher perceptions of the influence of administrator feedback to enhance their instructional practice and the other on teacher perceptions of the quality of administrator feedback. The feedback intervention theory and the instructional beliefs model provided the conceptual frameworks for the study. The study took place in one school district in the U.S. Virgin Islands where 10 K–8 teachers participated in one-on-one interviews. Coding occurred through open and a priori techniques. Two themes emerged from the data analysis: (a) Educators perceived that administrator feedback must focus on the task and provide the opportunity to set goals and actions that align with the feedback, and (b) administrator feedback should be objective and timely and provide explicit details about the task to motivate teachers to improve their instructional practice. In response to the emergent themes, the study included a professional development project with the goal of enhancing the quality and impact of instructional feedback by administrators to improve teacher instructional practice. This project provides positive social change through the opportunity to advance the understanding of how quality administrator feedback could positively impact teacher instructional practice.

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