Journal of Educational Leadership in Action


This study was designed to gather similarities and differences in the perceptions of secondary theatre teachers and administrators regarding traits, characteristics, and instructional practices of effective theatre teachers. Current teacher evaluation systems focus on teacher effectiveness on student learning, and typically do not provide valuable feedback for teachers in highly specialized fields such as the arts, and specifically theatre arts.

One-on-one interviews were conducted with eight theatre teachers and eight administrators from eight different schools in a southern state to gather qualitative data on the similarities and differences in perceptions of traits, characteristics, and instructional practices of effective theatre teachers. From these interviews a survey was developed and administered to theatre teachers in a southern state to collect quantitative data. Analysis of the qualitative and quantitative data was run to evaluate themes and statistical significance.


James D. Chrismon, EdD, is an assistant professor of Theatre Teacher Education at Illinois State University. He taught for 17 years as a high school theatre teacher in the public schools of North and South Carolina before moving to higher education. His research focuses on theatre teacher evaluation, trauma-informed directing for theatre teachers, and using Theatre of the Oppressed techniques in counseling.

Adam W. Carter, PhD, is an assistant professor of Counselor Education and Supervision at Northern Illinois University where he is the program coordinator for the doctoral program and the coordinator of the Trauma-Informed Counseling graduate certificate. He has clinical experience as a licensed counselor and supervisor and he focuses on preschool grief reactions, using play therapy with diverse populations, and LGBTQ issues in counseling and clinical supervision.

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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.