Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Summers, Kelly H.||Tonks, Stephen M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

School management and organization

Abstract

This study's purpose is three-fold: The first aim is to understand how teacher self-efficacy may impact the effectiveness of teacher evaluation and its intended outcome to improve teacher performance. The second aim is to understand the sources of teacher self-efficacy and how the teacher evaluation process relates to them, and the third aim is to provide educational leaders with the key sources of self-efficacy information linked with high levels of teacher self-efficacy through the teacher evaluation process. Employing methods of qualitative research, twenty-five general education teachers were interviewed for the purpose of answering questions related to teacher evaluation and the impact of self-efficacy information. Teacher participants served as employees in four school districts in DuPage County, Illinois. The researcher concludes that verbal persuasion in the form of evaluator feedback is the key source of self-efficacy information producing the most self-efficacious teachers willing to improve their performance. Fulfilling the overall purpose of this study, the researcher recommends a research-based practice for building the self-efficacy of teachers through the teacher evaluation process.

Comments

Advisors: Kelly Summers; Stephen Tonks.||Committee members: Bradley Hawk.||Includes bibliographical references.

Extent

v, 151 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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