Abstract

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).

Notes

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Graduation Date

2018

Semester

Spring

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0006969

URL

http://purl.fcla.edu/fcla/etd/CFE0006969

Language

English

Release Date

May 2023

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Open Access)

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