Feedback as a predictor of positive change in teaching practices

This study focused on the effect of feedback on positive change in the teaching practices of in-service teachers. The study involved data from the Teaching and Learning International Survey focusing on two countries: Colombia and the United States of America. Based on teachers’ perceptions, the authors studied the relationship between positive change and feedback from the principal (or some management team member), colleagues, and external entities. Using multilevel modeling, within- and between-school variance in positive change was estimated. Results indicate that positive change is better explained within schools (between teachers) than between schools, suggesting that teachers are the primary agents for positive change in teaching practices. Feedback from the principal (or management team member) was the most prevalent and the strongest predictor of positive change in both countries. Additionally, results suggest that multiple sources of information may be an important attribute of feedback that should be studied further.