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Doctor of Education (EdD)
Educational leadership; Educational administration; Educational evaluation
The study explored current site principals’ feedback practices that support or hinder teachers’ implementation of feedback, and identified site principal’s practices that encourage or interfere with teacher’s self-efficacy. Using qualitative interviews with site principals and teachers from two different districts and three different school sites, the study analyzed two major leadership practices: (a) an administrator’s ability to communicate effectively with teachers before, during, and after the feedback process, and (b) an administrator’s use of emotional intelligence when providing feedback. Data were separated into four feedback types (positive feedback, negative feedback, feedback and feedforward) and emotional intelligence traits (self-regulation, self-aware, empathy, social skills, and motivation). Comparative analyses were conducted amongst teachers at the same site to explore patterns and insights within and across sites. The results of this study indicated that site principals primarily provided positive feedback and positive feedforward and exuded some of the emotional intelligence traits when providing instructional feedback to teachers. Teachers also wanted their site principals in their classrooms giving instructional feedback more often and believed that the way in which their principal gave them feedback mattered. These findings suggest that collaborative opportunities with site principals on how to provide feedback to teachers more often is essential. Furthermore, principals should receive additional professional development opportunities targeting emotional intelligence and feedback types.
Gutierrez, Limary Trujillo, "Building Teacher Self-Efficacy Through Administrator Feedback" (2018). Dissertations. 15.