Evaluative performance feedback is critical to improving educational practice. First-year teachers are learning to develop lesson plans, make their own decisions on how to handle classroom management, promote positive behavior of students, and increase student achievement. Evaluative performance feedback is critical to improve how first-year teachers navigate the early years to make positive and lasting changes in their practices. The problem this investigation sought to explore was to identify how new teachers use evaluative performance feedback to reflect and develop ideas for change and growth in practice. This phenomenography was an inquiry into understanding how first-year teachers experience evaluative performance feedback and use the feedback to reflect and change their practices. The resulting themes centered around focus of feedback, delivery of feedback, and relationships between teacher and evaluator. This investigation adds to the existing body of literature by providing a deeper understanding of effective strategies for evaluative performance feedback. This study explores strategies evaluators can use to provide evaluative performance feedback to first-year teachers to increase the likelihood of a positive change in practice, improve student outcomes, and increase teacher retention.
","abstract_html":"<p>Evaluative performance feedback is critical to improving educational practice. First-year teachers are learning to develop lesson plans, make their own decisions on how to handle classroom management, promote positive behavior of students, and increase student achievement. Evaluative performance feedback is critical to improve how first-year teachers navigate the early years to make positive and lasting changes in their practices. The problem this investigation sought to explore was to identify how new teachers use evaluative performance feedback to reflect and develop ideas for change and growth in practice. This phenomenography was an inquiry into understanding how first-year teachers experience evaluative performance feedback and use the feedback to reflect and change their practices. The resulting themes centered around focus of feedback, delivery of feedback, and relationships between teacher and evaluator. This investigation adds to the existing body of literature by providing a deeper understanding of effective strategies for evaluative performance feedback. This study explores strategies evaluators can use to provide evaluative performance feedback to first-year teachers to increase the likelihood of a positive change in practice, improve student outcomes, and increase teacher retention.</p>","abstract_has_math":false,"creators":["Carson, Christine"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Sheryl Croft","Dr. Arvin Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-10-30T07:00:00Z","date_published":"2020-10-30T07:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["feedback","first-year teachers","new teachers","evaluative performance feedback","supervision","evaluation","coaching","mentor","phenomenography","evaluative feedback","Teacher Keys Effectiveness System (TKES)","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/29","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sheryl Croft","Dr. Arvin Johnson"]},{"key":"dc:creator","label":"Author","values":["Carson, Christine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["feedback","first-year teachers","new teachers","evaluative performance feedback","supervision","evaluation","coaching","mentor","phenomenography","evaluative feedback","Teacher Keys Effectiveness System (TKES)","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/29"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Evaluative performance feedback is critical to improving educational practice. First-year teachers are learning to develop lesson plans, make their own decisions on how to handle classroom management, promote positive behavior of students, and increase student achievement. Evaluative performance feedback is critical to improve how first-year teachers navigate the early years to make positive and lasting changes in their practices. The problem this investigation sought to explore was to identify how new teachers use evaluative performance feedback to reflect and develop ideas for change and growth in practice. This phenomenography was an inquiry into understanding how first-year teachers experience evaluative performance feedback and use the feedback to reflect and change their practices. The resulting themes centered around focus of feedback, delivery of feedback, and relationships between teacher and evaluator. This investigation adds to the existing body of literature by providing a deeper understanding of effective strategies for evaluative performance feedback. This study explores strategies evaluators can use to provide evaluative performance feedback to first-year teachers to increase the likelihood of a positive change in practice, improve student outcomes, and increase teacher retention.
"]},{"key":"dc:title","label":"Title","values":["Evaluative Feedback of Performance as Experienced by First-Year Teachers"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sheryl Croft","Dr. Arvin Johnson"],"dc:creator":["Carson, Christine"],"dc:description.abstract":["Evaluative performance feedback is critical to improving educational practice. First-year teachers are learning to develop lesson plans, make their own decisions on how to handle classroom management, promote positive behavior of students, and increase student achievement. Evaluative performance feedback is critical to improve how first-year teachers navigate the early years to make positive and lasting changes in their practices. The problem this investigation sought to explore was to identify how new teachers use evaluative performance feedback to reflect and develop ideas for change and growth in practice. This phenomenography was an inquiry into understanding how first-year teachers experience evaluative performance feedback and use the feedback to reflect and change their practices. The resulting themes centered around focus of feedback, delivery of feedback, and relationships between teacher and evaluator. This investigation adds to the existing body of literature by providing a deeper understanding of effective strategies for evaluative performance feedback. This study explores strategies evaluators can use to provide evaluative performance feedback to first-year teachers to increase the likelihood of a positive change in practice, improve student outcomes, and increase teacher retention.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/29"],"dc:subject":["feedback","first-year teachers","new teachers","evaluative performance feedback","supervision","evaluation","coaching","mentor","phenomenography","evaluative feedback","Teacher Keys Effectiveness System (TKES)","Educational Leadership"],"dc:title":["Evaluative Feedback of Performance as Experienced by First-Year Teachers"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:42Z"}