Ed.D. Dissertations

Date of Award


Document Type

Open Access Dissertation


College of Education



Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Christopher Jenkins, Ph.D.

Content Specialist

Joanna Gilmore, Ed.D.

Content Reader

Chad Becker, Ph.D.


transformational leadership, teacher evaluation, communication, leadership practices


Many teacher evaluation systems in use today were developed in the early mid-1900s and reflect what educators believed about teaching at the time, which included only a few observable behaviors (Danielson & McGreal, 2000). Furthermore, many teachers find the evaluative process ineffective for professional improvement. The purpose of this qualitative study was to understand the teacher evaluation process, and how international teachers perceive the impact of school leadership practices for effective teacher evaluation. This study’s theoretical framework focused on the attributes found within transformational and transactional leadership practices, and how these affect the evaluation process. The research study provided evidence that teachers want transformational school leaders who are experienced and knowledgeable, and trustworthy. They also want school administrators to have effective communication skills, provide recognition to teachers, and provide specific feedback for improvement. Additionally, they explained that effective teacher evaluations promote self-reflection to improve their professional practice.

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