Summers, Kelly H.||Tonks, Stephen M.
Ed.D. (Doctor of Education)
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.
Palmisano, Anthony J., "Does evaluation affect teacher self-efficacy? : a qualitative investigation into the effects of evaluation on teachers' sense of efficacy" (2017). Graduate Research Theses & Dissertations. 2646.
v, 151 pages
Northern Illinois University
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