Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Tanya Vest

Second Advisor

Shelley Fransen

Third Advisor

Jason Michel


The goal of this study was to investigate the impact of the perception of principal efficacy on instructional growth. The research questions examined what factors determine the perception of principal efficacy, how those perceptions impact instructional feedback during the evaluation process, and how they impact teacher growth. Data were collected in two stages. First, a survey was distributed to all K-12 teachers from a rural Southwest Missouri athletic conference. Participants completed the survey to provide qualitative information on the impacts of the perception of principal efficacy. Stage two consisted of follow-up interviews with the participants who indicated they were willing to participate. The data were analyzed, sorted, and themed from both the survey and follow-up interviews and presented in the findings. Implications that were revealed through this study include the determination that perceived principal efficacy impacts instructional feedback, perceived principal efficacy is malleable, and perceived principal efficacy plays a role in the effectiveness of being a principal.