Exploring Effective Methods for Implementing the T-TESS Evaluation System Within a Transformational Leadership Framework: A Quantitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 8-18-2025
Abstract
The Texas Teacher Evaluation and Support System (T-TESS) is a state-mandated teacher appraisal instrument designed to promote educator growth and instructional improvement. The leadership behaviors of campus administrators may strongly impact the success of T-TESS. In this quantitative, correlational study, the researcher examined whether transformational leadership practices associate with teacher satisfaction, perceptions of evaluator effectiveness, and self-reported performance under T-TESS. The study occurred in a large suburban school district in Texas and employed the Multifactor Leadership Questionnaire (MLQ) as well as a researcher-developed T-TESS Perception Survey. Participants included teachers who rated their campus leaders’ transformational leadership behaviors and their experiences with T-TESS. The researcher used Pearson correlation and linear regression analyses to examine the relationships between leadership behaviors and T-TESS outcomes. Findings revealed statistically significant positive correlations between transformational leadership, teacher satisfaction with T-TESS, and perceived effectiveness of the system. These results indicate that transformational leadership may enhance the implementation of teacher evaluation systems by fostering trust, collaboration, and instructional growth.
Advisor
Sharon Ross
Subject Categories
Education
Recommended Citation
Tedford, John R., "Exploring Effective Methods for Implementing the T-TESS Evaluation System Within a Transformational Leadership Framework: A Quantitative Study" (2025). Electronic Theses & Dissertations. 1279.
https://lair.etamu.edu/etd/1279
