Date of Award
Fall 12-2019
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Leadership
Department
Educational Administration
Major Professor
Dr. Brian Beabout
Second Advisor
Dr. Chris Broadhurst
Third Advisor
Dr. Marc Bonis
Fourth Advisor
Dr. Jenna Chiasson
Abstract
Abstract
Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student success is by improving teachers’ instructional practices and measuring their effectiveness (Mathers, Oliva, & Laine, 2008). Because of this awareness, educators have realized the importance of connecting student achievement with instructional practices and instructional practices with teacher effectiveness. Evaluation tools are used to measure how effective teachers are in their classrooms. Evaluations are crucial in assisting our teachers in their professional growth. When evaluations are utilized as supportive tools, they help teachers and administrators identify strengths and weakness, but more importantly they prescribe strategies to assist teachers in improvement.
The purpose of this qualitative phenomenological study was to explore teachers’ perceptions of the evaluation systems and understand if and how they influence classroom instructional practices. The participants consisted of twelve teachers in the state of Louisiana. Data was extracted through semi-structured interviews and coded for common themes. Through these themes, the researcher formed a narrative format to voice the participants’ experiences. The study concludes that teacher evaluation has minimal influence on instructional practice. Data suggested issues with the design of evaluation systems, the implementation of such systems, and the basic challenge of using a single system to evaluate all teachers regardless of personal or workplace characteristics.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Jones, Zina R. Ms, "Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts" (2019). University of New Orleans Theses and Dissertations. 2697.
https://scholarworks.uno.edu/td/2697
Included in
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Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.