Teachers’ Perceptions of Teacher Supervision and Evaluation - A Reflection of School Improvement Practices in the Age of Reform

Oct 15, 2026

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Examines how principals in eight high-functioning elementary schools deliver teacher supervision and evaluation to promote student achievement. Teacher perceptions are measured to identify which principal behaviors translate into stronger instructional practice. Schools were selected from top-performing elementary programs based on state communication arts and math assessments. Data from 74 teachers via online surveys compare perceptions from pre-observation and post-observation conferences, highlighting the role of student engagement discussions and fostering teacher self-reflection for instructional improvement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Conceptual Framework

Teacher Supervision

Teachers’Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement Practices in the Age of Reform This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school administration and K-12 education. Ian M. Mette University of Arkansas Bret G. Range Springfield Public Schools Jason Anderson Springfield Public Schools David J. Hvidston University of Wyoming Lisa Nieuwenhuizen Columbia Public Schools This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools. Schools were chosen based on their performance on both state communication arts and math standardized assessments, which were in the top 10% of all elementary schools in the state. Data were collected from 74 teachers using an online survey tool to assess perceptions about principals’supervision within pre-observation and post-observation conferences. Quantitative analyses, part of a larger inquiry previously analyzed by the authors, revealed that 64% percent of the variability in principals’ pre-conference supervisory effectiveness was accounted for by discussing how students will be engaged in their learning during instruction; 65% of the variability in principals’post-conference supervisory effectiveness was accounted for by building teachers’capacity to self-reflect about teaching. Overall, this study points toward the importance of teachers and principals working together to provide engaging instruction to drive increased student achievement while implementing school reform and improvement efforts. NCPEA Education Leadership Review, Vol. 16, No. 1– April, 2015 ISSN: 1532-0723 © 2015 National Council of Professors of Educational Administration Introduction Researchers argue teacher effectiveness is the most significant variable to student learning (Aaronson, Barrow, & Sander, 2007; Crum & Sherman, 2008; Dinham, 2005; Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Stronge, Ward, & Grant, 2011) . As a result, teacher supervision remains a high priority for school reform efforts (Darling-Hammond & Sykes, 2003; Goldhaber, 2002; Marion, DePascale, Domaleski, Gong, & Diaz-Biello, 2012) . Teacher supervision, in this context and for the purpose of this paper, is a means to improve education by developing the skill sets of teachers through supervisory practice and resource allocation, hopefully translating to increased student achievement (Sergiovanni & Starrat, 2002) . Memduhoglu (2012) describes the purpose of supervision by stating “what lies in the heart of education supervision is guiding teachers and developing teaching process rather than error seeking and mere evaluation”(p.152) . Principals are those primarily charged with engaging in teacher supervision, merging this role with their responsibility to be instructional leaders (Glickman, Gordon, & Ross-Gordon, 2001; Zepeda, 2012) . In addition, there is a need for researchers to understand teachers’ views about effective supervisory practice (Memduhoglu, 2012), within the complexities of purposes, structure, and the application of holistic and fair supervisory practices. As a result, the purpose of this study was to understand teachers’ attitudes about supervisory practice in eight high performing elementary schools, and the lessons that can be learned to bridge the gap between theory and practice, as well as to better inform policy decisions regard school reform and improvement. Conceptual Framework The conceptual framework which grounds this study is derived from school reform efforts centered on principals as instructional le

FAQs

What was the main purpose of the study?

To understand teachers’ attitudes about supervisory practice in eight high-performing elementary schools and identify lessons bridging theory and practice for school reform and improvement.

How were the schools selected?

They were chosen based on performance on state communication arts and math standardized assessments, placing the schools in the top 10% of elementary schools in the state.

What did the analysis show about principals’ supervisory effectiveness?

Discussing how students will be engaged during instruction accounted for 64% of variability in principals’ pre-conference supervisory effectiveness, while building teachers’ capacity for self-reflection accounted for 65% of variability in post-conference supervisory effectiveness.

Oct 15, 2026

Upload by ahduag