Effective feedback, learning goal orientation, and self-efficacy

This case study analyzed the implementation of a classroom observation feedback process aimed at improving the feedback that teachers receive from evaluators. Research questions focused on understanding the extent to which an effective feedback process influences learning goal orientation and teacher self-efficacy. This study employed action research through the facilitation of Likert scale survey questions and teacher-evaluator conference transcripts. Findings indicate the following: the Classroom Observation Feedback Process intervention positively influenced teacher perceptions of evaluator feedback; positively influenced teacher efficacy; feedback to the individual professional goals of educators resulted in the perception that the feedback was more specific and useful; the interventions implemented by the action research team positively influenced teacher perceptions of evaluator feedback and self-efficacy, resulting in positive changes with teacher pedagogy.