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

Schenker, Geoffrey A.

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

Description

Title

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

Author(s)

Schenker, Geoffrey A.

Issue Date

2025-11-21

Director of Research (if dissertation) or Advisor (if thesis)

Davila, Liv T.

Doctoral Committee Chair(s)

Davila, Liv T.

Committee Member(s)

• Lindgren, Samantha
• Herrmann, Mary
• Kang, Hyun-Sook

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

Teacher evaluation

Abstract

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.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

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

Copyright and License Information

Copyright 2025 Geoffrey Schenker

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