Date of Graduation


Document Type

Restricted Dissertation - USF access only

Degree Name

Doctor of Education (Ed.D.)


Leadership Studies


Organization & Leadership EdD

First Advisor

Patricia Mitchell

Second Advisor

Christopher Thomas

Third Advisor

Betty Taylor


Teacher evaluation is recognized as being one of the most important aspects of program evaluation that ensures quality of instruction and contributes to the professional growth and development of teachers. Little is known, however, regarding foreign-language teachers' and supervisors' perspectives of the effectiveness of the teacher-evaluation strategies and processes they use or experience. This study examined the views of foreign-language teachers and supervisors to determine which strategies and processes informed teachers' professional development. The study also explored foreign-language teachers' and supervisors' views regarding the role of the supervisor in conducting teacher evaluations. Bass's theoretical framework of transformational leadership was used to investigate the role supervisors play in providing feedback to teachers as part of teacher evaluation.

Participants in this mixed-methods study were foreign-language teachers and supervisors in the European and Latin American Language School (UEL) at the Defense Language Institute Foreign Language Center in Monterey, California. Data were collected via a self-administered, paper-and-pencil survey that contained both open- and closed-ended questions. The study's results were analyzed quantitatively and qualitatively. Respondents' written comments were taken directly from the survey.

The results of this study indicated that teachers and supervisors agreed that classroom observation is the most popular evaluation strategy, followed by student evaluation of teaching, postobservation conferences, and performance reviews. Furthermore, teachers and supervisors concurred that postobservation conferences and performance reviews were the most effective teacher-evaluation strategies because they promoted the teachers' professional development. Participants agreed that teachers receive timely feedback from their supervisors; however, they did not agree on the effectiveness of various teacher-evaluation strategies and processes.

The study concluded that (a) many of the teacher-evaluation strategies and processes employed in the UEL teacher-evaluation program promoted teachers' professional development, (b) some areas of the teacher-evaluation program were identified as needing improvement, and (c) supervisors employ transformational behaviors when conducting teacher evaluations.

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