The purpose of this study was to examine elementary teachers' perceptions of administrators' classroom observational feedback and its impact on their instructional practices. This study analyzed interviews of elementary teachers to determine their definition of effective feedback, the role of principal observational feedback, and the extent to which they utilize the principal's feedback to adjust their instructional practices. The research sought to answer the following questions:
1. What do teachers identify as timely, effective feedback?
2. What do teachers indicate is the role or purpose of administrative classroom observational feedback on a teacher's instructional practice?
3. What do teachers indicate is the potential impact of administrative classroom observational feedback on a teacher's instructional practice?
4. What do teachers indicate would compel them to change (or not to change) their instructional practice based on administrative feedback?
The participants in this study included nine elementary teachers in one school district in the Commonwealth of Virginia. Data were collected to determine the teachers' perception of timely, effective feedback; the delivery or communication of the administrative observational feedback; and what factors determine if the teacher changes (or does not change) their instructional practice as a result of the feedback. The intended result of classroom observations is to understand what goes on in the classroom and the links to student achievement as well as to provide feedback for teacher improvement (Martinez, Taut, and Schaaf, 2016; Reform Support Network, 2015). Findings indicated that elementary teachers desired immediate feedback following an observation and dialogue from their administrator within one to two weeks of the observation in the form of a post observation conference to improve their instructional practices. Additionally, teachers desired clarity about the process for evaluations and observations, their feedback, and how to improve their instructional practices from administrators with strong instructional backgrounds and experiences. The participating teachers described the need for more administrators and therefor more administrative support, emphasized the importance of the relationship between the administrator and the teachers, and indicated that three observations, and observations alone, were not enough to adequately assess the quality of their instruction or their effectiveness. / Doctor of Education / The purpose of this study was to determine if the feedback that administrators provided elementary teachers following a classroom observation caused them to change the way they instruct their students. This researcher interviewed nine elementary teachers to obtain their definition of effective observation feedback, the role of the principal's observational feedback, and what prompts teachers to utilize the principal's feedback to adjust their instructional practices. The research sought to answer the following questions:
1. What do teachers identify as timely, effective feedback?
2. What do teachers indicate is the role or purpose of administrative classroom observational feedback on a teacher's instructional practice?
3. What do teachers indicate is the potential impact of administrative classroom observational feedback on a teacher's instructional practice?
4. What do teachers indicate would compel them to change (or not to change) their instructional practice based on administrative feedback?
Nine elementary teachers from one school district in the Commonwealth of Virginia participated in interviews. The researcher collected the data to determine the teachers' perception of timely, effective feedback; their preferred delivery of the feedback following the observation from a principal; and what caused the teacher to change (or not change) their instructional delivery as a result of the feedback they received. The purpose of classroom observations is to understand what occurs in the classroom, how student achievement increases, and how the observation feedback helps teachers improve (Martinez et al., 2016; Reform Support Network, 2015). The research found that elementary teachers wanted feedback directly following an observation and the ability to participate in a post observation conference with their administrator within one to two weeks following the observation to improve their instruction. Additionally, teachers wanted to clearly understand the process for evaluations and observations, to obtain feedback, and to receive suggestions to improve the art of teaching from administrators. The teachers described the need for support from more administrators, emphasized the importance of their relationship with the administrators, and indicated that three observations, and observations alone, were not enough to adequately assess them.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/97593 |
| Date | 10 April 2020 |
| Creators | Cioppa, Tracy Ann |
| Contributors | Counselor Education, Cash, Carol S., Sullivan, Molly Lynn, Price, Ted S., Mullen, Carol Ann |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0022 seconds