Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Education
Committee Chair/First Advisor
Albert Jimenez
Second Advisor
Nicolas Clegorne
Third Advisor
Chinasa Elue
Abstract
This research is a quantitative, non-experimental study that analyzes teachers’ and leaders’ perceptions of teacher evaluations in Georgia. The goals were to identify similarities and differences in teachers’ and leaders’ perceptions and to determine what factors may contribute to any identified differences. The study was conducted in a high-performing, suburban school district using two similar surveys and Likert scale questions to assess levels of agreement with various statements about the teacher evaluation process. This work was rooted in Self-Determination Theory and Postpositivism.
The study found that teachers and leaders have several common perceptions, like a general disbelief in evaluations’ capacity to improve teacher performance, lack of faith in the tool’s ability to effectively evaluate teachers, and recognition that the system is not personalized to teachers’ needs. It also found several key differences, including what teachers and leaders believe the primary role of an administrator should be, whether pre-evaluation conferences are beneficial, and whether evidence of student learning should be included in a teacher’s evaluation.
This study is significant because it explores the perceptions of both teachers and leaders without prioritizing or favoring the perspectives one group. It also contributes to the existing body of literature by analyzing the perspectives of suburban public school teachers, who educate the majority share of the state’s students but who are often underrepresented in the current research.