| dc.description.abstract | The purpose of this study was to determine if there was a relationship between student achievement and teacher perceptions of administrative TEAM feedback. Student subpopulations and teachers' years of experience were also examined. Participants in this study were randomly selected students from grades 3, 4, and 5 that completed the TNReady state assessment in the 2018-2019 school year. All participants were from eleven elementary schools in a single school district in Tennessee. Teacher perceptions data were collected using an online survey distributed to approximately 300 teachers resulting in a 36% return rate with 109 respondents. The survey consisted of 24 survey questions that used a four-point Likert scale. Data were analyzed using the Pearson correlation coefficient. The results indicated no significant correlation with teacher perceptions of administrative TEAM feedback for: student mathematics achievement scores (r = .007, p =.941), student English Language Arts Achievement scores (r = .016, p = .86), low-income student mathematics achievement scores (r =.01, p = .920), low-income student English Language Arts Achievement scores (r = .062, p = .523), and students with disabilities mathematics achievement scores (r = .016, p = .871). A significant, very weak negative relationship was found between teacher perceptions of administrative TEAM feedback and students with disabilities English Language Arts achievement scores (r = -.199, p = .039). Two conclusions were inferred: 1) Feedback is a complex process that impacts student learning through a layering of actions and practices; 2) Feedback should be used to examine equitable practices. Future research should examine the quantity and quality of administrative feedback to teachers during the pandemic closures. The focus could be on feedback loops between administrators, classroom teachers, and special education teachers. | en_US |
