How Teachers Understand the Impact of Teacher Feedback: A Latent Class Analysis

• In Event: Possibilities for Leveraging Internal Resources to Shift Professional Practice: Increasing Organizational Capacity to Support Student Learning

Abstract

Do teachers view teacher feedback as having a positive impact on their work in school, and if so, in what domains? This study examines the extent to which there are distinct types of teachers based on their perceived impact of teacher feedback across various aspects of their professional lives using the 2013 Teaching and Learning International Survey (TALIS 2013). Using latent class analysis, we find that there are four distinctive classes of teachers: Receptive, Compliant, Motivated, and Indifferent. Moreover, evaluation methods and teacher beliefs about the evaluation’s purpose are significant predictors of teacher membership. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their turnover intention.

Authors

• Yeonsoo Choi, Teachers College, Columbia University
  Presenting Author

• Alex J. Bowers, Teachers College, Columbia University
  Presenting Author