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Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers
Başlık:
Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers
Yazar:
Smith, Eric C., author.
ISBN:
9780438029187
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (117 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Advisors: Gerene K. Starratt Committee members: Carmen L. McCrink; Heidi Whitford.
Özet:
The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.
Notlar:
School code: 1358
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(678276.1) | 678276-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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