The purpose of this mixed-method study is to examine if teachers are receiving effective feedback from their administrators and what school leaders can do to improve the feedback and coaching they provide. The conceptual framework that supports this study is based upon the research by Romano (2014), Ficke (2020), Tuma et al. (2018), and Nasatir (2016) related to the topic of teacher perception of the observation and feedback cycle in their school districts. Survey and interview questions were asked to better understand what teachers do after observation and evaluation feedback is delivered and what they expect from their school leader. Investigating teachers' response to feedback will allow school leaders to identify ways to provide feedback that will help their faculty improve instructional practices. The attitudes and perceptions teachers hold towards observational feedback can significantly impact the success of the observation, coaching, and feedback cycle. It is important that school leaders create an environment of constant growth through constructive feedback. In this study, data were composed of survey responses and teacher interviews. Through this study, four primary themes emerged from interviews: culture of observations, types of feedback, frequency and timing of observations, and training for administrators. Six sub-themes also emerged from the responses. The findings in this study have implications for school-based administrators as well as district leaders and can be used to improve observation and feedback procedures for school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]