Date of Award


Document Type

Open Access Dissertation


Educational Leadership and Policies

First Advisor

Edward Cox


Attention to instructional leadership practices and their impact on teacher effectiveness continues to dominate professional educational literature. Although much quantitative research has been conducted on instructional leadership styles and behaviors, few published studies have explicitly studied the principal and teacher perceptions of evaluative feedback and recognition. This study addresses the motivational needs of competent teachers and how evaluative feedback and recognition influence these motivations. Qualitative data were drawn from three elementary schools in the Upstate region of South Carolina. Teachers and principals completed surveys, the researcher performed observations in various settings, and principal and teacher interviews were conducted to further understand the attitudes and perceptions of principals and teachers. After analyzing the data, several themes emerged to further solidify the crucial nature of instructional leaders effectively utilizing evaluative feedback and recognition to motivate capable teachers.


© 2016, Tammy Joy Burnham