Educational Leadership as Influence: The Provision of Critical Teacher Feedback to Students

By: Reshmika Reeta LalMaterial type: TextTextPublisher: Auckland University of Technology Edition: 2017Description: 132 pagesSubject(s): Educational Leadership | FeedbackOnline resources: Click here to access online Summary: Effective feedback is regarded as one of the most influential factors in students' achievement, yet many teachers find themselves unable to meet the demands of providing feedback in secondary school English classes. Teachers recognise the importance of providing effective feedback to students but face circumstances that limit their ability to do so. Therefore, it is important that educational leaders provide teachers with resources and professional development that will enable them to be able to fulfil this crucial aspect of teaching and learning. This study set out to examine teachers’ perceptions about feedback and the ways in which educational leaders can influence teachers in providing this. The three research questions guiding this study were: What are teachers’ perceptions and understandings of what critical feedback means to students in secondary school English classrooms? What strategies do teachers perceive as important in effectively providing critical feedback to students about their learning? In what ways do educational leaders influence teachers both negatively and positively to provide critical feedback in English? In this qualitative study, 32 secondary school English teachers completed an electronic questionnaire and five participated in semi-structured interviews. The data collected were used to identify the themes and commonalities across the schools.
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Effective feedback is regarded as one of the most influential factors in students' achievement, yet many teachers find themselves unable to meet the demands of providing feedback in secondary school English classes. Teachers recognise the importance of providing effective feedback to students but face circumstances that limit their ability to do so. Therefore, it is important that educational leaders provide teachers with resources and professional development that will enable them to be able to fulfil this crucial aspect of teaching and learning.

This study set out to examine teachers’ perceptions about feedback and the ways in which educational leaders can influence teachers in providing this. The three research questions guiding this study were: What are teachers’ perceptions and understandings of what critical feedback means to students in secondary school English classrooms? What strategies do teachers perceive as important in effectively providing critical feedback to students about their learning? In what ways do educational leaders influence teachers both negatively and positively to provide critical feedback in English?
In this qualitative study, 32 secondary school English teachers completed an electronic questionnaire and five participated in semi-structured interviews. The data collected were used to identify the themes and commonalities across the schools.

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