A Case Study Examining Teacher Responses to Principal Feedback of Class Observations
Abstract
Four teachers from each of the four major academic disciplines: Mathematics, Science, Social Studies, and English Language from a suburban high school in the Southeastern United States participated in a study which examined teacher responses to principal feedback of class room observations. Each of the 16 teachers were observed on three occasions and provided feedback. Teachers were also interviewed using a semi-structured questioning format and asked to keep a journal during the study.
Findings of the study demonstrated that teachers who participated in the study most often responded to principal feedback of class observations by changing behaviors, considering changing behaviors, through written communication, by providing explanations, and by reflecting on their teaching.