Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Christopher Jenkins, Ph.D.

Second Advisor

Joanna Gilmore, Ed.D.

Third Advisor

Chad Becker, Ph.D.


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.

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