The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-05-19 DOI:10.1080/09243453.2022.2075018

Christopher Kellermann, Max Nachbauer, H. Gaertner, F. Thiel

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Abstract

ABSTRACT Feedback from school leaders often is of low quality and not always effective. Because school leaders spend only limited time on instructional leadership activities, an intervention was developed to assist them in efficiently providing high-quality feedback to teachers. The effectiveness of the intervention was evaluated within a quasi-experimental study. N = 11 school leaders were trained in conducting classroom observations and providing feedback. School leaders observed teachers of the intervention group (N = 26) and provided feedback with regard to 14 teaching characteristics. N = 27 teachers served as a control group. It is examined whether the intervention leads to improvements in teaching quality perceived by students. Multilevel regression analyses were conducted. For three of the 14 teaching characteristics, intervention group students (N = 518) rated changes in teaching quality significantly better than control group students (N = 551). The results provide first evidence for the effectiveness of the intervention.

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学校领导反馈对学生教学质量感知的影响——一项干预研究的结果

摘要学校领导的反馈往往质量不高，并不总是有效的。由于学校领导在教学领导活动上的时间有限，因此制定了一项干预措施，帮助他们有效地向教师提供高质量的反馈。干预措施的有效性在一项准实验研究中进行了评估。N = 11名学校领导接受了课堂观察和反馈方面的培训。学校领导观察干预组教师（N = 26），并提供了关于14个教学特征的反馈。N = 27名教师作为对照组。研究了干预措施是否能提高学生的教学质量。进行了多水平回归分析。对于14种教学特征中的3种，干预组学生（N = 518）对教学质量变化的评分明显好于对照组学生（N = 551）。研究结果为干预措施的有效性提供了第一个证据。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform