Ed.D. Dissertations

Date of Award

Spring 5-16-2017

Document Type

Open Access Dissertation


College of Education



Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Donna Graham, Ph.D.

Content Specialist

Anastasia D’Angelo, Ed.D.

Content Reader

Jean Swenk, Ph.D.


teacher evaluation, evaluation system, instructional coaching, value added model, professional development, mindset, teacher perception, Teacher and student Advancement Program (TAP)


The purpose of this study was to explore teachers’ perceptions of the evaluation system currently used in their district. This study was guided by the following research question: How do teachers perceive the teacher evaluation process in a Midwestern Teacher and student Advancement Program (TAP) school? The theoretical foundations used in this study were Maslow’s hierarchy of needs theory and Kirkpatrick’s four levels of evaluating training programs. The researcher learned that Midwestern teachers in a TAP school perceived the evaluation system to have impacted their teaching in a positive manner and, at the same time, contributed to their stress level. Thirteen teachers participated in the study. Data sources included questionnaires, interviews, observations, and focus groups. The questionnaires, interviews, and observations were coded and used to determine the teachers’ perceptions of the evaluation system. The results indicated that teachers perceived the system both positively and negatively. The findings of this study indicated that a positive impact of the evaluation system had a positive impact on teaching. Further, the researcher uncovered negative perceptions that might be addressed.