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The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Melissa Tuytens UGent and Geert Devos UGent (2017) TEACHERS AND TEACHING. 23(1). p.6-24
abstract
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
keyword
Teacher evaluation, feedback, school organization, school leadership, professional development
journal title
TEACHERS AND TEACHING
volume
23
issue
1
pages
6 - 24
Web of Science type
Article
Web of Science id
000389216200002
ISSN
1354-0602
DOI
10.1080/13540602.2016.1203770
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
8029326
handle
http://hdl.handle.net/1854/LU-8029326
date created
2016-07-07 11:39:57
date last changed
2017-02-21 12:58:43
@article{8029326,
  abstract     = {Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.},
  author       = {Tuytens, Melissa and Devos, Geert},
  issn         = {1354-0602},
  journal      = {TEACHERS AND TEACHING},
  keyword      = {Teacher evaluation,feedback,school organization,school leadership,professional development},
  language     = {eng},
  number       = {1},
  pages        = {6--24},
  title        = {The role of feedback from the school leader during teacher evaluation for teacher and school improvement},
  url          = {http://dx.doi.org/10.1080/13540602.2016.1203770},
  volume       = {23},
  year         = {2017},
}

Chicago
Tuytens, Melissa, and Geert Devos. 2017. “The Role of Feedback from the School Leader During Teacher Evaluation for Teacher and School Improvement.” Teachers and Teaching 23 (1): 6–24.
APA
Tuytens, M., & Devos, G. (2017). The role of feedback from the school leader during teacher evaluation for teacher and school improvement. TEACHERS AND TEACHING, 23(1), 6–24.
Vancouver
1.
Tuytens M, Devos G. The role of feedback from the school leader during teacher evaluation for teacher and school improvement. TEACHERS AND TEACHING. 2017;23(1):6–24.
MLA
Tuytens, Melissa, and Geert Devos. “The Role of Feedback from the School Leader During Teacher Evaluation for Teacher and School Improvement.” TEACHERS AND TEACHING 23.1 (2017): 6–24. Print.