Teacher Perceptions of Evaluation Feedback

• In Event: 77.035 - Balancing Doing Well and Feeling Well: Educator Anxiety and Responses to Evaluations

Abstract

The purpose of this qualitative case study was to determine teachers’ perceptions of teacher evaluation feedback. Eight interviews were conducted at an elementary school in Middle Georgia, using semi-structured interview protocol. Eleven themes emerged through data analysis. Themes included feedback, influence of feedback, teacher effectiveness evaluation, improvement, conversation, time, trust, emotion, depends on the evaluator, snapshot evaluation and obligation. Subthemes included effective feedback, written feedback, ineffective feedback and verbal feedback. Results indicated that teachers had negative perceptions of evaluation feedback and the improvement of performance. Participants expressed negativity about several aspects of feedback such as lack of time principals give to evaluation and feedback, the inconsistency of feedback ratings and lack of influence feedback has on teaching performance.

Authors

• Kelly Rush

• Parul Acharya, Columbus State University

• Tom Hackett