Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers

Abstract

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

“…Core aspects of SBL and related authentic learning approaches that could underlie their effectiveness and drive changes in self-efficacy and classroom readiness in populations of student teachers evolve around two components that can be seamlessly integrated within the scenario tasks (e.g., Battista, 2017;Herrington, Oliver, & Reeves, 2003): First, SBL activities inhere principles of good feedback practices, arguing that feedback needs to be timely, specific, accessible, and able to 'feed-forward' in that learners should be able to apply what they have learnt (e.g., Gibbs & Simpson, 2004;Hounsell, 2007;Smith, Starratt, McCrink, & Whitford, 2019). Feedback can be highly informative as it points towards gaps between one's current understanding and what is aimed to be understood (Hattie & Timperley, 2007).…”

“…Feedback can be highly informative as it points towards gaps between one's current understanding and what is aimed to be understood (Hattie & Timperley, 2007). Considering that 'social persuasion', i.e., evaluative performance-related comments one receives, constitutes one of the sources of self-efficacy highlighted by Bandura (1997; see also e.g., Morris, Usher, & Chen, 2017;Oh, 2011;van Rooij, Fokkens-Bruinsma, & Goedhart, 2019), appropriate feedback should--and has been found to--impact on selfefficacy (e.g., Smith et al, 2019).…”

How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey

“…Moreover, little research has examined if the principals' feedback provided during the evaluation may enhance instructional practices (e.g. Ford et al , 2017; Smith et al , 2019). Given these trends in policy and practice context, it is crucial to understand whether teachers see the leadership content knowledge and feedback about their content area as a beneficial experience and is it related to their professional learning and instructional improvement behaviors.…”

What Makes Classroom Observation Feedback Useful? The Perceptions of Secondary Math and English Teachers

“…Additionally, teachers need to feel confident that their administrator understands what good teaching looks like (Donahue & Vogel, 2018;Frasier, 2021;Kimball, 2022;Stiggins & Duke, 1988). For teachers, this can manifest as the observer providing specific, evidence-based feedback which requires a knowledge of effective instructional practices and management techniques (Derrington & Kirtk, 2017;Smith et al, 2020). Teachers may have a negative reaction to feedback focused on superficial aspects of teaching, such as whether or not the teacher has an objective listed on the board (Donahue & Vogel, 2018).…”