Examining School Feedback Environments and Teacher Feedback Orientation: Insights From Vocational Education in China

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Unpacking Educational Complexity: Survey-Based Investigations of Diverse Constructs (Table 3)

Abstract

Existing research emphasizes the importance of shared responsibilities between teachers and students in the feedback process. However, factors influencing their commitment remain underexplored. Based on the feedback ecological model, this survey study examined the impact of the school feedback environment on teacher feedback orientation among 190 teachers from a vocational college in China. The results showed that a positive feedback environment is strongly associated with higher feedback orientation across all subdimensions, including feedback utility, self-efficacy, accountability, and social awareness. In contrast, a negative feedback environment showed minimal impact. These findings highlight the importance of fostering a positive feedback environment to enhance the effectiveness of teacher feedback in vocational education to support student learning. Implications and future research directions are discussed.

Authors

• Qishuai Zhang, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong