Principals' post-observation feedback and its influence on teacher professional growth at two southern California Catholic high schools
The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study. The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice. Three main ideas emerged from a review of the existing literature: (a)
Library of Congress Subject Headings
Dissertations (EdD) -- Educational leadership, administration, and policy; School principals -- California; Teachers -- Rating of; Teacher-principal relationships
Date of Award
Graduate School of Education and Psychology
Stewart, Dalys A., "Principals' post-observation feedback and its influence on teacher professional growth at two southern California Catholic high schools" (2013). Theses and Dissertations. 360.