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Teachers' perceptions of the degree of feedback received from principals as instructional leaders in the Hardin-Jefferson Independent School District, Texas
The purpose of this study was to determine the degree of
feedback principals give teachers in the areas of
instruction, curriculum, and discipline to impact teacher
performance and, ultimately, student performance. Four
research questions were addressed to determine the degree of
feedback received by teachers: 1. To what degree do teachers
perceive that principals give feedback on classroom
instruction? 2. To what degree do principal's feedback on
teacher performance differ at the elementary, middle, and
high school levels? 3. To what degree do teachers perceive
that principals give adequate feedback on student discipline,
parental, and legal problems? A 25-item questionnaire based
on effective school administrative practices was developed to
answer the research questions. The degree to which feedback
was received by teachers was determined by soliciting the
perceptions from the faculties of the four schools in the
Hardin-Jefferson Independent School District in the Spring of
1994. Each teacher completed a questionnaire rating their
principal on his/her effectiveness. Based upon the data
gathered, the following conclusions were drawn: 1.The
two elementary schools have a high level of confidence in
their principals as instructional leaders; the middle school
has a moderate level of confidence in their principal, while
the high school faculty has no confidence in their principal.
2. The faculties of all four schools expressed a strong need
for feedback from their principals, especially in the area of
discipline, less in the area of instruction, and little in
the area of curriculum. 3. There is a difference between the
schools concerning teacher perceptions. The biggest
secondary schools. The researcher recommends that the results
of the study be used to develop a training program to
strengthen the feedback skills of principals in the Hardin-
"Major Subject: Educational Administration".
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