Supporting Teacher Peer Observations: A Qualitative Study of K–5 School Administrators' Associated Perceptions and Strategies

Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Inductive and deductive codes were assigned to interview data for analysis. Deductive codes were developed based on the research questions and literature reviewed. In addition, organic coding was used to capture emerging ideas. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. Implications included the development of peer observation teams, collaborating with administrators from other schools to share ideas and strategies, and intentionally incorporating teacher peer observation practices into school strategic plans and master schedule considerations. The findings and implications may be of interest to elementary administrators in their efforts to support and improve the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Pacer, Kelsey Ann

Chair dc:contributor.committeechair

• Mullen, Carol Ann

Committee members dc:contributor.committeemember

• Bradley, Nancy Ann
• Brinkmann, Jodie Lynn
• Cassada, Katherine

• peer observations
• professional development
• role of administrators in supporting peer observations
• obstacles to peer observations
• administrator strategies for supporting peer observations

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:40129

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/119050