Teachers require research-based feedback from their instructional leaders to push their practice forward. Opportunities to intellectually struggle, develop and communicate our understanding is a venue for learning. Professional learning provides these opportunities and current leadership issues require administrators to deepen their instructional leadership expertise. Results of this study revealed ways of preparing instructional leaders with the skills to give targeted feedback to teachers as evidenced by the alignment of administrators and teacher results. The ability to give feedback to teachers needs to be part of a collaborative cycle as evidenced in the growth from September 2016 to January 2017 survey results for administrators (d=.56), as well as the statistically significant results of the independent t Tests for both administrators (p < .000) and teachers (p < .018).
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Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Educational Leadership; Executive
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Anderson, Kathryn, "An Exploration of the Perceived Change in Administrators' Skill in Giving Targeted Feedback" (2018). Electronic Theses and Dissertations. 5870.