國立虎尾科技大學 |

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers./
作者:	Smith, Eric C.
面頁冊數:	1 online resource (117 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438029187

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.
Smith, Eric C.

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers. - 1 online resource (117 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Barry University, 2017.

Includes bibliographical references

The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438029187Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Evaluation Feedback and Instructional Practice Self-efficacy In Secondary School Teachers.
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502 $a Thesis (Ph.D.)--Barry University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.
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