Date of Award
Fall 12-2020
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Dr. Lilian Hill
Committee Chair School
Education
Committee Member 2
Dr. Noal Cochran
Committee Member 2 School
Education
Committee Member 3
Dr. David Lee
Committee Member 3 School
Education
Committee Member 4
Dr. Richard Moan
Committee Member 4 School
Education
Abstract
The focus of this study was to understand how teachers make sense of instructional feedback from performance evaluation and its effect on their teaching practices and student outcomes. It is essential to understand how teachers make sense of feedback and incorporate it to improve their instructional practices. A qualitative phenomenological design was used to obtain an in-depth understanding of teachers’ perceptions and experiences of evaluation feedback and how it influences their practices and student outcomes. The researcher identified five schools with a performance rating ranging from A to D. An interview protocol was developed and used to guide the individual, semi-structured interviews with K-6 elementary teachers in the Mississippi Pine Belt area with three or more years of classroom experience. The researcher identified five schools with a performance rating ranging from A to D.
The results of this study confirmed six themes from the experiences and perceptions of teachers in the Pine Belt area of Mississippi: (a) quality feedback; (b) self-reflection; (c) instructional coaching; (d) improved practices; (e) collegial support; and (f) professional growth.
Copyright
Joanna Walker Barnes 2020
Recommended Citation
Barnes, Joanna, "Mississippi Teachers' Perception of Performance Evaluation Feedback and Its Influence on Teaching Practices and Student Outcomes" (2020). Dissertations. 1851.
https://aquila.usm.edu/dissertations/1851