Date of Award

3-28-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Linda Samek, Ed.D

Second Advisor

Joe Bridgeman, Ed.D

Third Advisor

Jay Mathisen, Ed.D

Abstract

This narrative research study sought to better understand teachers’ perceptions around feedback, specifically the significant drivers of quality teacher feedback and the effect of the evaluator/teacher relationship. The theoretical frameworks of Maslow’s hierarchy of needs, adult learning theory, social learning theory, and self-determination theory were examined to determine what the research reveals about adults’ incentive to improve. Research around accepted best practices in feedback was also reviewed in order to understand current implementation in educational settings, specifically what motivates teachers when given feedback on instruction. Four teachers, chosen for their specific characteristics, gave first-hand accounts of their experiences with the teacher feedback process through interviews that were qualitatively coded for connections to the literature and for emergent themes. The interviews revealed three important components of the feedback cycle: the intention of the feedback as coaching; the ability to motivate, and the impact of peers. Elements found to be essential to the relationship between the administrator and the teacher were honesty, credibility, and time. Strengths-based feedback with actionable steps was found to build self-efficacy, an integral part of motivating teachers to strive for instructional improvement.

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