Teachers’ Response to Performance Feedback During Teacher Evaluation: A Qualitative Study

• In Event: Leadership and Evaluation for Improving Instruction

Abstract

Many authors doubt about the effectiveness of teacher evaluations claiming constructive feedback is missing. A previous quantitative research demonstrated the importance of teacher participation and school leadership for the perceived utility of feedback and the professional learning activities undertaken by teachers. More research is needed to explore whether there is a relationship between feedback during teacher evaluation and teachers’ response. For that purpose and based on the previous quantitative study, nine schools with a high average for the perceived feedback utility participated to this qualitative study. Our results indicate that the general feedback school leader give in those schools lead to minor changes in the teaching practice and the way teacher think about their practice.

Authors

• Eva Vekeman, Ghent University

• Melissa Andrea Tuytens, Ghent University

• Geert Devos, Ghent University