The aim of this volume was to give a comprehensive overview of the current state of the research on student perceptions of and student feedback on teaching. This chapter provides a resume of the important theoretical considerations and empirical evidence the authors contributed to this volume. First, evidence concerning the validity of student perceptions of teaching quality is discussed, highlighting the quality of the questionnaires used and accompanying materials provided by their authors. In the next step, empirical findings are summarized on student and teacher characteristics that can influence important processes within the feedback cycle. Subsequently, it is emphasized that the effectiveness of student feedback on teaching is significantly related to the nature of the individual school’s feedback culture. Furthermore, it is argued that the efficacy of student feedback depends on whether teachers are provided with a high level of support, when making use of the feedback information to improve their teaching practices. As the literature review impressively documents‚ teachers, teaching, and ultimately students can benefit substantially from student feedback on teaching in schools.

Student feedback on teaching in schools, conceptualized as information on student perceptions of teaching, is described by many scholars as an effective instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings from different research areas of feedback and school research, called Process Model of Student Feedback on Teaching (SFT). This model follows the steps of the student feedback process, starting with student perceptions of teaching, which must be professionally collected or measured. Subsequently, the teacher perceives and interprets this feedback information, which is linked to cognitive and affective reactions and processes. This can lead to an enhancement of teachers’ knowledge about their own teaching and to the initiation of improvement-oriented actions, finally resulting in improved teaching and development of the teachers’ professional competence. Thereby, characteristics of the organization, the students, and classes as well as the teachers need to be considered. This model serves as a framework for the subsequent overview of the contributions in this volume.

This chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.

In many studies, school leaders’ self-efficacy has been shown to be relevant for the successful development of schools, as well as indirectly for student learning. The current study examines the extent to which leaders’ self-efficacy prior to the COVID-19 crisis affected their schools’ innovative coping during the first pandemic-related school closure in 2020. To explore this, we used quantitative data from a repeated measurement survey of a representative sample of 493 school leaders in Germany, here with two measurement time points before and during the school closure phase. The results of structural equation analyses indicate that school leaders’ self-efficacy had a significant impact on both the width and depth of the innovations introduced at schools during the crisis. Other control variables, such as school leaders’ leadership experience or school size, showed no significant effects. This emphasises the importance of school leaders’ self-efficacy experiences for crisis management and leadership. Implications for school leadership training and support, as well as for further research, are discussed.

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Based on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.

Based on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.

Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.