New Zealand primary and intermediate teachers’ beliefs and experiences of observation and feedback

Abstract

This study investigated teachers' beliefs and experiences of two different observation and feedback models. It focussed first on teachers' general beliefs regarding observation and feedback, before examining more closely teachers' beliefs about two common models of observation and feedback: leader-to-teacher and peer-to-peer. It also investigated what experiences teachers had in their schools with either of these observation models. This research was important as observing teacher practice and providing feedback for improvement can be an important mechanism in improving teachers' practice and hence student outcomes (Hattie, 2009). There is a large body of international literature on observation and feedback particularly with regard to international higher education institutions (e.g., Kluger & De Nisi, 1996; Kyriacou, 1997; Shute, 2008). There is a smaller body of research that looks into teachers' beliefs about teacher observation and feedback at primary and intermediate school level, however this research again tended to be based overseas (Lam, 2001). There is a lack of New Zealand based research into teachers' beliefs and experiences of observation and feedback, especially in primary and intermediate schools. A mixed methods research design consisting of an anonymous questionnaire followed by focus group interviews was used to investigate the beliefs and experiences of teachers from primary and intermediate schools in the Auckland area. The questionnaire asked teachers to rate the strength of their general beliefs about observation and feedback practices. It went on to ask questions related to their experiences of the particular model of observation and feedback in which they had been involved in the last twelve months. A total of 103 teachers completed the questionnaire. Focus group interviews with four teachers aimed to allow more in-depth discussion with teachers from each observation and feedback model. Quantitative questionnaire data was used to present a wider picture of teachers' beliefs and experiences in regard to certain aspects of observation and feedback. Qualitative data from the questionnaire and the interviews was analysed using thematic analysis and provided a more in-depth view on teachers' beliefs and experiences. The findings indicated that teachers believed improvement in practice to be the most important reason for observation irrespective of which observation and feedback model was undertaken. However, teachers also indicated that observation and feedback, particularly in the leader-to-teacher model, was often only for 'show' to prove that observation was happening in the school. Thus, the purpose for observations in some schools was contradictory to teachers' beliefs. Teachers also indicated that relationships between colleagues were important for the success of either observation and feedback model. Teachers noted collaboration, honesty and feeling comfortable with the idea of being observed as key in the success of either observation and feedback model. This study highlights that there seem to be contradictory views between what teachers believe should be the purpose of observation and feedback and what some teachers are experiencing in their schools. The espoused theory of the literature and the beliefs of teachers are that improvement of student outcomes should be the purpose of observation and feedback. The experiences some are having in their school s suggests that alignment of purpose between schools and teachers may be required.