{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132513"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132513","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A mixed methods study of teachers’ perceptions of evaluator feedback from non-content specialist evaluators","abstract":"The purpose of this exploratory sequential mixed-methods study was to understand how teachers feel about their evaluations and evaluation feedback when non-content specialists conduct evaluations and provide feedback, rather than when administrators who specialize in the area in which those evaluated teach conduct evaluations and provide feedback. The study aimed to explore the relationships among evaluations conducted by different administrative groups and the feedback they provide to teachers. This study was rooted in the Stakeholder theory to improve teaching and learning for all stakeholders. Forty-nine teachers participated in an online survey to share their perceptions of their evaluation experience with both content and non-content specialist evaluators. Eight teachers also participated in one-on-one interviews to provide additional insight. The survey responses and one-on-one interviews suggest that teachers value observation and feedback from a content specialist more than from an evaluator with no background in the content being taught. While many teachers said it was important to be observed by their Primary Evaluator, more said it was important to be observed by their District Content Coordinator. Through District Content Coordinator observations, teachers found the feedback given more valuable for improving teaching and learning, as well as individual practice. Continued research in District 1 is still needed to understand the impact on student achievement related to improved teaching through effective feedback from District Content Coordinators.","abstract_html":"The purpose of this exploratory sequential mixed-methods study was to understand how teachers feel about their evaluations and evaluation feedback when non-content specialists conduct evaluations and provide feedback, rather than when administrators who specialize in the area in which those evaluated teach conduct evaluations and provide feedback. The study aimed to explore the relationships among evaluations conducted by different administrative groups and the feedback they provide to teachers. This study was rooted in the Stakeholder theory to improve teaching and learning for all stakeholders. Forty-nine teachers participated in an online survey to share their perceptions of their evaluation experience with both content and non-content specialist evaluators. Eight teachers also participated in one-on-one interviews to provide additional insight. The survey responses and one-on-one interviews suggest that teachers value observation and feedback from a content specialist more than from an evaluator with no background in the content being taught. While many teachers said it was important to be observed by their Primary Evaluator, more said it was important to be observed by their District Content Coordinator. Through District Content Coordinator observations, teachers found the feedback given more valuable for improving teaching and learning, as well as individual practice. Continued research in District 1 is still needed to understand the impact on student achievement related to improved teaching through effective feedback from District Content Coordinators.","abstract_has_math":false,"creators":["Schenker, Geoffrey A."],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Davila, Liv T.","Lindgren, Samantha","Herrmann, Mary","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["Teacher evaluation"],"languages":["en"],"rights":["Copyright 2025 Geoffrey Schenker"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132513","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Davila, Liv T.","Lindgren, Samantha","Herrmann, Mary","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Schenker, Geoffrey A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-11-21"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher evaluation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Geoffrey Schenker"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132513"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this exploratory sequential mixed-methods study was to understand how teachers feel about their evaluations and evaluation feedback when non-content specialists conduct evaluations and provide feedback, rather than when administrators who specialize in the area in which those evaluated teach conduct evaluations and provide feedback. The study aimed to explore the relationships among evaluations conducted by different administrative groups and the feedback they provide to teachers. This study was rooted in the Stakeholder theory to improve teaching and learning for all stakeholders. Forty-nine teachers participated in an online survey to share their perceptions of their evaluation experience with both content and non-content specialist evaluators. Eight teachers also participated in one-on-one interviews to provide additional insight. The survey responses and one-on-one interviews suggest that teachers value observation and feedback from a content specialist more than from an evaluator with no background in the content being taught. While many teachers said it was important to be observed by their Primary Evaluator, more said it was important to be observed by their District Content Coordinator. Through District Content Coordinator observations, teachers found the feedback given more valuable for improving teaching and learning, as well as individual practice. Continued research in District 1 is still needed to understand the impact on student achievement related to improved teaching through effective feedback from District Content Coordinators.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Geoffrey Schenker, accepted the attached license on 2025-11-20 at 07:08.","The student, Geoffrey Schenker, submitted this Dissertation for approval on 2025-11-20 at 07:09.","This Dissertation was approved for publication on 2025-11-21 at 12:06.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22906 on 2026-02-19 at 18:25:08"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A mixed methods study of teachers’ perceptions of evaluator feedback from non-content specialist evaluators"]}]}],"canonical_facts":{"dc:contributor":["Davila, Liv T.","Lindgren, Samantha","Herrmann, Mary","Kang, Hyun-Sook"],"dc:creator":["Schenker, Geoffrey A."],"dc:date":["2025-12","2025-11-21"],"dc:description":["The purpose of this exploratory sequential mixed-methods study was to understand how teachers feel about their evaluations and evaluation feedback when non-content specialists conduct evaluations and provide feedback, rather than when administrators who specialize in the area in which those evaluated teach conduct evaluations and provide feedback. The study aimed to explore the relationships among evaluations conducted by different administrative groups and the feedback they provide to teachers. This study was rooted in the Stakeholder theory to improve teaching and learning for all stakeholders. Forty-nine teachers participated in an online survey to share their perceptions of their evaluation experience with both content and non-content specialist evaluators. Eight teachers also participated in one-on-one interviews to provide additional insight. The survey responses and one-on-one interviews suggest that teachers value observation and feedback from a content specialist more than from an evaluator with no background in the content being taught. While many teachers said it was important to be observed by their Primary Evaluator, more said it was important to be observed by their District Content Coordinator. Through District Content Coordinator observations, teachers found the feedback given more valuable for improving teaching and learning, as well as individual practice. Continued research in District 1 is still needed to understand the impact on student achievement related to improved teaching through effective feedback from District Content Coordinators.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Geoffrey Schenker, accepted the attached license on 2025-11-20 at 07:08.","The student, Geoffrey Schenker, submitted this Dissertation for approval on 2025-11-20 at 07:09.","This Dissertation was approved for publication on 2025-11-21 at 12:06.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22906 on 2026-02-19 at 18:25:08"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132513"],"dc:language":["en"],"dc:rights":["Copyright 2025 Geoffrey Schenker"],"dc:subject":["Teacher evaluation"],"dc:title":["A mixed methods study of teachers’ perceptions of evaluator feedback from non-content specialist evaluators"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}