Date of Award

Spring 5-25-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan McCoy

Abstract

An instrumental case study was implemented to understand how effective school leaders influence the contexts of formative evaluations that strengthen teacher efficacy. The study took place in a rural, public school district ranked as an A school by the State Department of Education in student achievement for the past three years. The principal, two master teachers, and four classroom teachers were interviewed and observed to explore how the context of formative evaluations strengthened teacher efficacy at their school. Findings from this study show that school leaders successfully facilitate teachers’ professional efficacy by personalizing the evaluation process and being goal-oriented, focusing evaluations on growth rather than accountability, consistently communicating high-quality feedback, providing opportunities for collaboration, and building relationships. The school leadership team is responsible for creating an environment where the relationship between the overall school context and the formative evaluations context works in tandem to build teacher efficacy and improve student achievement.

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