Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Steve Stone

Abstract

Alternatively licensed teachers are becoming more present in today’s classrooms. Additionally, teacher evaluation processes are often completed for compliance instead of a meaningful practice. Research shows that when teachers receive high-quality, effective administrative feedback, they experience higher self-efficacy levels. The study aimed to determine the impact of administrative feedback given on the North Carolina Teacher Evaluation Instrument on alternatively licensed teachers’ self-efficacy. The study utilized a Teacher Sense of Efficacy Scale that was distributed to alternatively licensed teachers in a medium-sized North Carolina school district. Teachers were asked to participate, and six participants were randomly selected to participate in individual interviews. Data analysis demonstrated that administrative feedback is most impactful on alternatively licensed teachers’ self-efficacy when the feedback is provided in the areas in which teachers experience lower self-efficacy. When teachers receive feedback in areas in which they already experience higher self-efficacy levels, their self-efficacy is less impacted. Recommendations are to train administrators on how to give high-quality feedback to alternatively licensed teachers, provide increased opportunities for alternatively licensed teachers’ professional growth, and provide support to teachers outside of teacher evaluations. Further research should look at administrators’ self-efficacy in giving teacher feedback and determine if current processes for obtaining an alternative licensure are most effective for recruiting and retaining effective teachers.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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