Understanding the Influence of Teachers' Cognitive and Affective Responses upon School Inspection Feedback Acceptance

Autor/inn/en	Quintelier, Amy; Vanhoof, Jan; De Maeyer, Sven
Titel	Understanding the Influence of Teachers' Cognitive and Affective Responses upon School Inspection Feedback Acceptance
Quelle	In: Educational Assessment, Evaluation and Accountability, 30 (2018) 4, S.399-431 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quintelier, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-018-9286-4
Schlagwörter	Elementary School Teachers; Emotional Response; Inspection; Feedback (Response); Cognitive Processes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Emotionales Verhalten; Prüfverfahren; Cognitive process; Kognitiver Prozess; Lehrerverhalten
Abstract	Despite the developmental perspective of school inspections, teachers in inspected schools are not always willing to accept the school inspection's feedback for their further improvement of teaching and learning processes. Literature distinguishes several aspects of feedback that stimulate or hinder the acceptance of feedback, such as recipient's cognitive and affective responses to feedback. This study investigates teachers' cognitive and affective responses to school inspection feedback in relation to feedback acceptance. It draws on data from 21 in-depth interviews with teachers in eight primary schools. We found that positive perceptions of the inspectors' credibility enhance teachers' feedback acceptance. This is also the case for positive, clear feedback. Under these circumstances, emotions of joy, happiness and relief are expressed. Conversely, respondents tend to reject feedback when inspectors are perceived to be inadequately informed, arrogant or disrespectful. When negative feedback is rated as unfair, negative emotions, such as anger and sadness, interfere with feedback acceptance. In essence, we conclude that both feedback content and feedback source characteristics are decisive in the acceptance of process. From a practical perspective, the findings suggest there is a need to build on supportive relationships between teachers and school inspectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01