Literaturnachweis - Detailanzeige
| Autor/inn/en | Ganey, Amanda; Grammer, Kelsey; Hoehn, Rachael |
|---|---|
| Titel | An Investigation of Building Leaders Increasing Teacher Efficacy through the Use of Feedback |
| Quelle | (2023), (130 Seiten)
PDF als Volltext Ed.D. Dissertation, Saint Louis University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-2872-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Self Efficacy; Feedback (Response); Teacher Evaluation; Leadership Qualities; Job Satisfaction; Work Environment; Sense of Community; Teacher Administrator Relationship |
| Abstract | Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This study investigated the qualities of strong leaders and their role in increasing job satisfaction including the use of learner-focused feedback. Specifically, this study examined methods in which building leaders can utilize feedback to foster self-efficacy in teachers as well as the reciprocal relationship between self-efficacy and collective teacher efficacy. To investigate the problem, the team took a problem-based learning approach. Conducting research and answering the guiding questions included several data collection steps. First, the team decided to collect qualitative data. To do so, the team recruited participants and drafted interview questions to create the team's instrument. Participants were provided information concerning the project along with their rights and possible risks. To conduct interviews, the team used the instrument created and enhanced by four experts in the field. After transcribing all the interviews the team coded common themes and triangulated the data from the fifteen interviews. The themes that appeared from the data collection along with an analysis of the literature review formed the teams findings and recommendations. From the interviews, the team learned developing collective efficacy through learner focused feedback is a combination of numerous factors present in a school setting. The team determined the learning culture, collaboration methods and processes, and focused feedback to be the most effective in developing collective efficacy through feedback. Developing a strong culture of belonging through trust is paramount to the positive relationships created to develop a stronger sense of efficacy in a school district. This culture consists of a strong sense of belonging and communication. Second, it was noted to utilize student data, recognize and appreciate teachers' strengths, support teachers in being active participants in their growth, and provide teachers with collaboration opportunities. Professional Learning Communities provide opportunities for school districts to impact the learning for all students and develop strong efficacy for both teachers individually and collectively. Finally, developing teacher evaluation processes to support the educator's improvement through direct, timely, supportive, and continuous focused feedback has significant impacts on building collective efficacy. Effective evaluation processes must be timely feedback, include a variety of types of observation, and focus on two-way continuous communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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