Teachers' perceptions of evaluation processes and characteristics of feedback that lead to change- A qualitative study

Abstract

Increases in state and federal accountability standards have led to a focus on increasing student achievement and a shift towards instructional leadership practices. While leadership practices have a mostly indirect effect on student achievement, research is clear that the practices implemented by leaders are invaluable in guiding schools towards meeting accountability standards. Using a General Inductive Qualitative Model, this study used semi-structured interviews of 10 high school teachers from schools in Oklahoma City to examine how teacher evaluation processes impact teacher practices and professional growth, and to determine the specific characteristics of feedback that lead teachers to make changes to their teaching practices. The intent of this study was to provide research for district and site administrators to utilize to ensure they are providing teachers with constructive feedback that leads to changes in teaching practices, professional growth, and increases in student achievement.