Date of Award
Doctor of Philosophy (PhD)
Marilyn A. Hirth
Marilyn A. Hirth
Committee Member 1
Committee Member 2
Committee Member 3
As reform efforts are prescribed in every state through mandates and regulations in an effort to better prepare students to compete in a global economy, and as states like Indiana implement new evaluation plans for teachers based on a rigorous rubric and objective measures of student achievement, close attention to the ripple effects must be involved. While efforts such as professional learning communities and instructional coaches are aimed at building teacher capacity, maximum results can only be achieved when school leaders balance how they leverage their evaluative power while promoting these formative experiences. Absent in the drive for heightened accountability, evaluative feedback, and formative feedback is the understanding of the effect that specific characteristics of feedback will have on teacher self-efficacy.
The purpose of this study was to extend previous research regarding teachers' perceptions of the characteristics of the feedback they receive in six high-performing elementary schools in Indiana, rich with evaluative and formative feedback. In addition to the feedback characteristics, teacher demographic variables were included in the data collection and analysis. Hierarchical multiple regression was used to best determine the predictive power of the independent variables on teacher self-efficacy.
The schools in the study employed an evaluative model which called for frequent observations and frequent feedback using a state-mandated, uniform, rigorous evaluation rubric. In addition, each school had daily collaboration time and a full-time literacy coach, providing for ample formative feedback opportunities. For the formative feedback model, regression showed that the independent variables did not have a significant predictive relationship to any of the subscales for teacher efficacy. For the evaluative feedback model, regression showed that the independent variables did have a significant predictive relationship to teacher self-efficacy for Instructional Strategies and Classroom Management and did not for Student Engagement. For the total feedback model, regression showed that the independent variables did have a significant predictive relationship to teacher self-efficacy for Classroom Management and did not for Instructional Strategies and Student Engagement. Finally, an examination of the data from the open-ended questions of the survey showed teachers with differing levels of self-efficacy perceived useful and helpful feedback differently.
Building the capacity of teachers is complex; nonetheless, when high-performing schools seek to be better today than they were yesterday, all protocols must be examined for best practice. Thus, schools that offer rich formative feedback experiences must deliver evaluative feedback that embodies emotional intelligence and respects relationships, principals and instructional coaches must be aligned, and attention to differentiation in leadership must be paid when planning for all types of feedback.
St. John, Joshua D., "The Relationship Between Teachers' Perceptions of the Feedback They Receive and Their Teaching Efficacy in High-Performing Schools" (2013). Open Access Dissertations. 53.