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Determinants of teachers’ feedback acceptance during a school inspection visit
School Effectiveness and School Improvement ( IF 2.620 ) Pub Date : 2020-04-14 , DOI: 10.1080/09243453.2020.1750432
Amy Quintelier 1 , Sven De Maeyer 1 , Jan Vanhoof 1
Affiliation  

ABSTRACT

Educational stakeholders generally assume that inspection feedback directly contributes to school improvement through the mechanism of feedback acceptance. Feedback research in general distinguishes between cognitive and affective responses as significant factors for feedback acceptance, but it also focuses on cognitive responses as antecedents of emotions and emphasises the interplay between cognition, emotions, and feedback acceptance. Quantitative evidence in external school evaluation research to support this view, however, is rather scarce. This study draws on quantitative data collected from 687 teachers in 80 Flemish primary schools that had recently been inspected. Using path analysis, we investigated the existence and strength of relationships between teachers’ cognitive and affective responses and teachers’ feedback acceptance. The analysis revealed that anger and feedback acceptance are predominantly explained by the perceived fairness of the evaluation process and outcome but that they are also explained by the perceived relevance of the provided feedback.



中文翻译:

视学访问期间教师反馈接受度的决定因素

摘要

教育利益相关者通常认为检查反馈通过反馈接受机制直接有助于学校的改善。反馈研究一般将认知和情感反应作为反馈接受的重要因素加以区分,但同时也将认知反应作为情感的先决条件,并强调认知,情感和反馈接受之间的相互作用。但是,外部学校评估研究中用于支持这种观点的定量证据却十分匮乏。这项研究基于从80所佛兰德小学中的687名教师收集的定量数据,这些数据最近已被检查。使用路径分析,我们调查了教师的认知和情感反应与教师的反馈接受之间关系的存在和强度。

更新日期:2020-04-14
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