Investigating the Role of School Leaders’ Feedback in Texas Noncertified Teachers’ Professional Growth and Self-Efficacy

The problem addressed in this study was that the role of school leaders’ feedback in noncertified teachers’ professional growth and self-efficacy is unknown. The purpose of this case study was to investigate the perspectives of noncertified teachers’ understanding of their school leaders’ feedback and how those practices contributed to their professional growth and self-efficacy. A qualitative case study approach was used, with data collected from 12 participants across six Texas school districts through semistructured interviews, questionnaires, and classroom observation documents. Data were transcribed, coded, and analyzed thematically, with triangulation and member-checking ensuring credibility. Two key findings emerged. First, supporting professional growth through clear, specific, and actionable feedback showed that teachers valued feedback aligned with their goals, offering guidance on improving instructional practices, classroom management, and reflective teaching. Second, building teacher self-efficacy through empowering feedback highlighted how feedback fostering collaboration, mentorship, and social–emotional learning support boosted teachers’ confidence, resilience, and professional identity. The researcher concluded that personalized and supportive feedback from school leaders is essential for developing noncertified teachers’ skills and confidence. Recommendations include leadership training in effective feedback, formal mentorship programs, and professional learning communities to support teacher retention.