Term of Award
Spring 2018
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Michelle Reidel
Committee Member 1
Suzanne Arnold
Committee Member 2
Robert Lake
Committee Member 3
Meca Williams-Johnson
Abstract
Teachers experience a plethora of emotions relating to being evaluated and we are losing a lot of good teachers due to some of these emotions. The purpose of this phenomenological study was to investigate how teachers at one rural high school describe their emotional responses to evaluation and the implementation of TKES as well as if there were gender differences in their responses. This research is important because teachers need to understand that their emotions are not taboo and they are not alone in the evaluation process. Additionally, evaluators benefit from knowing how teachers respond to evaluation so that they can better understand the evaluation process and how it impacts teachers. The results of this study revealed that teachers are still experiencing many of the same emotions as they did nearly 40 years and not a lot has changed. In this study I used observation notes, semi-structured interviews, and a focus group in order to gain a better understanding of the emotions teachers experience. Not only did I focus on the emotions teachers experience, I also sought to understand the experiences teachers had that led to their emotions. Among the participants in this study were 2 math teachers and 2 ELA teachers. Using feminist theory as a theoretical lens I found that the women in my study seemed to be impacted by evaluation more so than the men. Additionally the women in my study appeared to be more nervous when being evaluated and were less comfortable sharing their emotions than the men in my study. The limitations and recommendations for future research are included at the end of chapter 5.
Recommended Citation
Hirsch, K.J. (2018). A phenomenological study of teachers' emotional responses to TKES, A high-stakes evaluation system (Doctoral dissertation). Retrieved from http://digitalcommons.georgiasouthern.edu/curr_etd/
Research Data and Supplementary Material
No
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
