COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

Independent School Teachers' Perceptions of Supervision and Evaluation
by Graybeal, Anne E., Ed.D., University of Pennsylvania, 2017, 202; 10288155
Abstract (Summary)

This dissertation addressed the teacher supervision process in one independent school in the United States. It explored teachers’ approaches to giving and receiving feedback, their perceptions of students’ motivation for learning versus their own, and the significance of their professional identities as teachers.

The study was motivated by three research questions: (1) What forces shape and mediate independent school teachers’ perceptions of the evaluation process? (2) What do independent school teachers describe as the intersections between student assessment and teacher evaluation? (3) What are the implications of independent school teachers’ experiences of evaluation for the practice of teacher supervision? The goal was to inform the evolution of more a robust model of independent school teacher supervision and to expand the literature on independent school teaching and learning. The focal population was a group of fifteen Upper School teachers at an independent, co-educational, non-sectarian PK-12 independent school in a Midwestern city in the United States. The study included individual interviews, focus groups, and document review.

What emerged was a recognition that, while parallels exist between the feedback that participants give to students and the feedback they prefer to receive from supervisors, their motivations for professional learning differ significantly from those of their students. Participants’ conceptions of their professional identities, as well as their relationships with administrators and with the institution, yielded useful insights about ways to evolve systems of teacher supervision in independent schools. Systems that offer teachers the opportunity to reflect on their professional identity and experience and that make clear connections between supervision and school mission may be particularly productive.

Indexing (document details)
Advisor: Gold, S. Eva
Commitee: Ball, Earl, Remillard, Janine
School: University of Pennsylvania
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational administration
Keywords: Feedback, Independent school, Teacher evaluation, Teacher identity, Teacher motivation, Teacher supervision
Publication Number: 10288155
ISBN: 978-0-355-21884-8
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy