A mixed methods study of teachers’ perceptions of evaluator feedback from non-content specialist evaluators

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Schenker, Geoffrey A.

Contributors dc:contributor

• Davila, Liv T.
• Lindgren, Samantha
• Herrmann, Mary
• Kang, Hyun-Sook

• Teacher evaluation

Statement dc:rights

• Copyright 2025 Geoffrey Schenker

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132513

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132513