ERIC Number: EJ1173041
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Questionnaires as Interventions: Can Taking a Survey Increase Teachers' Openness to Student Feedback Surveys?
Gehlbach, Hunter; Robinson, Carly D.; Finefter-Rosenbluh, Ilana; Benshoof, Chris; Schneider, Jack
Educational Psychology, v38 n3 p350-367 2018
Administrators often struggle in getting teachers to trust their school's evaluation practices--a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers' support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether "teachers should evaluate administrators" in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers' support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions.
Descriptors: Questionnaires, Teacher Student Relationship, Feedback (Response), Student Attitudes, Control Groups, Teacher Evaluation, Student Evaluation of Teacher Performance, Student Surveys, Teaching Methods, Teacher Effectiveness, Teacher Attitudes, Intervention, Rating Scales, Elementary School Teachers, Secondary School Teachers, Correlation, Regression (Statistics), Statistical Analysis, Least Squares Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A