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Teacher Evaluations and Contextualized Self- Efficacy
Journal of school administration research and development
Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and studentdoi:10.32674/jsard.v4i1.1938 fatcat:lh4y2yscd5d3zkhb224sqounoe