Texas Principals’ Perceptions of T-TESS Appraiser Preparedness Related to Self-Efficacy: An Interpretive Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 8-18-2025
Abstract
This interpretive qualitative study explored principals’ perceptions of their role as appraisers within the Texas Teacher Evaluation and Support System and how they developed self-efficacy in that role. Grounded in Bandura’s theory of self-efficacy, the study examined how principals grow in their capacity to evaluate instruction and support teacher development. Participants included eight principals from a large suburban Title I district in North Texas who took part in semi-structured interviews. Thematic analysis revealed five central themes: supporting teacher growth, reinforcing rubric clarity, engaging in professional learning, improving evaluation practices, and building instructional awareness. Although their growth required individual initiative, it was also influenced by consistent district systems. Findings suggest that incorporating the four sources of self-efficacy into leadership development can strengthen appraiser effectiveness. This study offers insight for school districts aiming to enhance instructional leadership through meaningful support for principals in their evaluator role.
Advisor
Teresa Farler
Subject Categories
Education
Recommended Citation
Wyatt, April, "Texas Principals’ Perceptions of T-TESS Appraiser Preparedness Related to Self-Efficacy: An Interpretive Qualitative Study" (2025). Electronic Theses & Dissertations. 1294.
https://lair.etamu.edu/etd/1294
