Educators Perceptions on the Usefulness, Accuracy, Credibility, and Responsiveness of Principal Feedback

Hodge, Andria

Educators Perceptions on the Usefulness, Accuracy, Credibility, and Responsiveness of Principal Feedback

Öffentlichkeit Deposited

When principals provide quality evidenced-based feedback to teachers, instructional practices improve and an increase in student performance and teacher reflection can occur. Therefore, ensuring effective professional learning supports are established for principals to provide effective evidenced-based feedback is critical to the development of principals, teachers, and ultimately, students. In 2016, the state of Missouri implemented the Missouri Leadership Development System (MLDS). The Missouri Leadership Development System is a professional learning opportunity for principals concentrated on developing transformational leadership skills. These skills include providing teachers with specific feedback focused on teacher growth. There has been little research conducted to understand teacher perceptions of the feedback received from principals who have participated in the MLDS concerning four feedback characteristics of usefulness, credibility, accuracy, and responsiveness. This casual comparative study utilized inferential and descriptive statistics to understand the differences in teachers’ perceptions of the four feedback characteristics (usefulness, credibility, accuracy, responsiveness) based on gender, Pre-K to fifth-grade teachers and non-Pre-K to fifth-grade teachers, and tenured and nontenured teachers. Results from this study showed a statistically significant difference occurred between tenured and nontenured teachers. Tenured teachers perceived the usefulness of principal feedback as not as useful as nontenured teachers. Results from this study also showed a statistically significant difference in the perceptions of teachers concerning the usefulness and credibility of the feedback received between Pre-K to fifth-grade teachers and Non-Pre-K to fifth-grade teachers. Non-Pre-K to fifth-grade teachers perceived feedback from the principal as not as useful or as credible when compared to Pre-K to fifth-grade teachers.

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