Enhancing teaching performance through goal setting, implementation and seeking feedback

If faculty are truly committed to becoming more effective teachers, they should set learning goals, proximal goals, behavioural goals, or a combination thereof. Commitment to these goals will be optimized when faculty hold beliefs that contribute to high self‐efficacy and when outcome expectancies are personally valued. Furthermore, individuals need to seek behaviourally based feedback that facilitates the realization of goals and effective self‐management. It is argued that the combination of goal setting, information seeking and receiving feedback will enhance classroom performance.