Date of Award
12-1-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Christopher Jenkins, Ph.D.
Second Advisor
Joanna Gilmore, Ed.D.
Third Advisor
Chad Becker, Ph.D.
Abstract
Many teacher evaluation systems in use today were developed in the early mid-1900s and reflect what educators believed about teaching at the time, which included only a few observable behaviors (Danielson & McGreal, 2000). Furthermore, many teachers find the evaluative process ineffective for professional improvement. The purpose of this qualitative study was to understand the teacher evaluation process, and how international teachers perceive the impact of school leadership practices for effective teacher evaluation. This study’s theoretical framework focused on the attributes found within transformational and transactional leadership practices, and how these affect the evaluation process. The research study provided evidence that teachers want transformational school leaders who are experienced and knowledgeable, and trustworthy. They also want school administrators to have effective communication skills, provide recognition to teachers, and provide specific feedback for improvement. Additionally, they explained that effective teacher evaluations promote self-reflection to improve their professional practice.