Special education teachers' perspectives on teacher evaluation systems and instruction impact
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This dissertation utilized a qualitative approach to investigate teacher evaluation systems and instructional practices from the perspectives of special education teachers. The study utilized special education teacher surveys and interviews to analyze perspectives on teacher evaluation systems and how they affect instruction practices to answer the research questions, "What are special education teachers' perspectives on teacher evaluations" and "How do special education teacher evaluations impact instructional practices to benefit students with disabilities?" The analysis of data from surveys and interviews uncovered several themes, including "Teachers Perceive Evaluations in a Multitude of Ways," "Evaluators Lack a Comprehensive Understanding of Instructional Practice in Special Education," and "The Evaluation Process Does Not Meet the Instructional Needs of Special Education Teachers." These finding shed light on the complexities of the teacher evaluation process and offer valuable implications for policy-makers and educators aiming to enhance instructional practices and ultimately benefit students with disabilities.
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Ed. D.