Publication Date


Document Type


First Advisor

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

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


School management and organization


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.


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


v, 151 pages




Northern Illinois University

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