Publication Date
2022
Document Type
Dissertation/Thesis
First Advisor
Summers, Kelly H.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Leadership, Educational Psychology and Foundations (LEPF)
Abstract
This dissertation explores how early research in self-efficacy, teacher stress, and teacher job satisfaction directly relate to self-determination theory. Specifically, the role of the elementary school principal can directly impact teacher motivation when meeting teacher basic psychological needs outlined in self-determination theory; connectedness, competence and autonomy. Furthermore, principals can build teacher connectedness, competence and autonomy with interactions and feedback both inside and outside of the formal teacher evaluation process. When principals interact with teachers frequently, visit classrooms weekly, and provide specific and timely feedback, teachers experience higher levels of motivation through increased feelings of connectedness, competency, and autonomy.
Recommended Citation
Trendel, Christine, "Formal Teacher Evaluation and Self-Determination Theory: The Role of the Principal" (2022). Graduate Research Theses & Dissertations. 7735.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7735
Trendel ISBE Admin Academy Proposal (1).pdf (1894 kB)
Extent
91 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
