Date of Award
5-27-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Dr. Sue Rieke-Smith, Ed.D.
Second Advisor
Dr. Debi Briggs-Crispin, Ed.D.
Abstract
Teacher evaluations are intended to promote professional growth, yet when conducted without psychological safety (PS), they often lead to disengagement. PS enables educators to receive constructive feedback and take meaningful steps toward improvement. PS is underexamined in K-12 education, especially in formal evaluations. This gap between what evaluations are meant to support and how they are experienced affects how educators respond to feedback, often working against growth rather than promoting it. This qualitative study examined how transformational leadership (TL) influences psychological safety (PS) and how that sense of safety affects willingness to apply feedback. The study was guided by Affect Social Exchange Theory, Clark’s Four Stages of Psychological Safety, William Kahn’s psychological engagement framework, and the sociological constructs of Gemeinschaft and Gesellschaft. Using narrative inquiry, the study drew on semi-structured interviews with twelve K-12 educators from varied school settings. Data focused on experiences with evaluation, leadership behavior, and PS. Thematic analysis was conducted through inductive and deductive coding to identify patterns aligned with the study’s frameworks. Findings revealed that most teachers need PS to engage meaningfully with feedback. TL behaviors that demonstrated investment and presence supported that safety. In their absence, evaluations were often perceived as procedural or superficial. Teachers did not reject feedback; they resisted feedback that lacked relevance or context. This study concludes that PS plays a critical role in how teachers engage with feedback. Future research should explore how evaluation systems and leadership approaches can be redesigned to foster relational depth, psychological safety, and feedback that supports meaningful growth.
Recommended Citation
Morris, Melanie M., "I Would do Backflips and Move the Earth for a Transformational Leader: Exploring the Complex Role of Psychological Safety in Teacher Evaluation" (2025). Doctor of Education (EdD). 260.
https://digitalcommons.georgefox.edu/edd/260