Date of Award
2025
Degree Name
Leadership Studies
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Eugenia Lambert
Second Advisor
Dr. Sheri Shafer
Third Advisor
Dr. Feon Smith
Abstract
This qualitative phenomenological study explored how administrator-led instructional walkthroughs influence teacher self-efficacy in one public school district located in West Virginia. Guided by Bandura’s (1977) framework of self-efficacy, the research examined the lived experiences of teachers and administrators who participated in regularly scheduled walkthroughs as part of a district-wide instructional leadership initiative. Data were collected through open-ended surveys with PK–12 teachers and administrators and analyzed using inductive thematic analysis to identify patterns and themes related to the perceived impact of the walkthrough process.
Findings revealed that when walkthroughs were conducted with clear purpose, relational trust, and consistent, meaningful feedback, they contributed positively to teacher confidence and professional growth. Conversely, walkthroughs perceived as compliance-driven or lacking follow-up had a neutral or even negative impact. Six central themes emerged: sense of purpose, goals and impact on teacher growth; self-confidence as a key component of self-efficacy; teacher relationships and trust; timing and frequency; consistency and quality of feedback; and context and depth of observations.
This study contributes to the growing body of research on instructional leadership by highlighting the nuanced role walkthroughs can play in shaping teacher beliefs and behaviors. Implications include the need for professional development for districts and administrators on relational leadership and feedback practices, and for districts to ensure alignment between the intent and execution of walkthroughs.
Subject(s)
Educational leadership.
Teachers -- Education (Elementary)
Teachers -- Education (Middle school)
Teachers -- Education (Secondary)
Teachers -- Training of.
Teachers -- Rating of.
School administrators.
School improvement programs.
Observation (Educational method)
Teacher effectiveness.
Public schools -- West Virginia.
West Virginia.
Recommended Citation
Templeton, Kerri, "The impact of administrator-led walkthroughs on teacher self-efficacy" (2025). Theses, Dissertations and Capstones. 1973.
https://mds.marshall.edu/etd/1973
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
