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Educators’ Perspectives on the Relationship Between Content and Manner of Delivering Post-Observation Feedback

Davis, Damon C.
http://rave.ohiolink.edu/etdc/view?acc_num=xavier1575474865291207

Abstract Details

2019, Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, Leadership Studies and Human Resource Development.
This mixed-methods study explores and describes the perceptions of public school principals and teachers who participate in the Ohio Teacher Evaluation System (OTES) model. The study examines different types of post-observation feedback delivery and the content of feedback provided by principals to teachers. This study sought to explore the perceptions that teachers and principals have about certain types of post-observation feedback delivery (verbal, written, both, or other) and the content of feedback (Teacher Performance Evaluation Rubric) with respect to impacting instructional practices in the classroom. In the interest of improving instructional practices in classrooms, it is important to understand better the relationship between teachers’ and principals’ perceptions of post-conference feedback, and whether the method of delivery or content of feedback is perceived as having more of an impact on changing instruction in the classroom. This research study shed light on four themes identified through principal interviews. The themes were as follows: Time, Selecting Content Feedback, Delivering Content Feedback, and Monitoring Instructional Changes. These themes became apparent during the study, through interviewing principals. The study found about one-half to two-thirds of teachers reported a subjective sense that how feedback was delivered influenced the likelihood of implementing instructional changes. Quantitative analysis found no statistically significant relationship between the form of feedback delivery and the likelihood of teachers actually making instructional changes. However, the research data supported that the majority of teachers are making instructional changes following post-observation conferences. Slightly fewer than two-thirds of teachers in the study reported that the changes they made in their classrooms were the result of the content of feedback they received from their principal. Chi-square analysis revealed an overall correspondence between the area in which feedback was provided and the area in which teachers reported making the most instructional changes. The research study supported that when teachers received content feedback, irrespective of how that feedback was delivered, they were more likely to make instructional changes in their classrooms.
Shirley Curtis, Ed.D. (Committee Co-Chair)
Gail F. Latta, Ph.D. (Committee Co-Chair)
David Tobergte, Ed.D. (Committee Member)
212 p.
Educational Leadership; School Administration; Secondary Education; Teaching
principals; teachers; teacher evaluation; performance feedback; classroom observation; public schools; instructional changes

Recommended Citations

Citations

  • Davis, D. C. (2019). Educators’ Perspectives on the Relationship Between Content and Manner of Delivering Post-Observation Feedback [Doctoral dissertation, Xavier University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1575474865291207

    APA Style (7th edition)

  • Davis, Damon. Educators’ Perspectives on the Relationship Between Content and Manner of Delivering Post-Observation Feedback . 2019. Xavier University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=xavier1575474865291207.

    MLA Style (8th edition)

  • Davis, Damon. "Educators’ Perspectives on the Relationship Between Content and Manner of Delivering Post-Observation Feedback ." Doctoral dissertation, Xavier University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1575474865291207

    Chicago Manual of Style (17th edition)

xavier1575474865291207
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© 2019, all rights reserved.
This open access ETD is published by Xavier University Leadership Studies and Human Resource Development and OhioLINK.
Release 3.2.12