The impact of student feedback on secondary teachers
View fulltext online
Permanent link to Research Bank record:https://hdl.handle.net/10652/1527
This thesis explores the impact of student feedback, as a part of the formal appraisal process within a secondary school, on the teachers involved. The central theme of this thesis arose from the researcher’s experience of student feedback at his place of employment, a private secondary school in Auckland, New Zealand, in which student feedback plays a significant part in the appraisal process. A search of the literature revealed that student feedback is rarely utilised as an instrument of data collection for appraisal purposes at secondary level, and that there is a corresponding gap in the literature on this issue. The methodology chosen was a mixed-method approach involving a quantitative survey of teachers in four large Auckland secondary schools which utilise student feedback, followed by qualitative interviews with managers responsible for appraisal in the same schools. The survey was administered online and the interviews were carried out in person at the schools. The thesis produced a number of findings. Both teachers who have participated in appraisal systems involving student feedback as a source of data, and managers who have implemented such systems are strongly positive regarding its usefulness and relevance. Teachers and managers also believe the implementation of student feedback has led to benefits in the teaching and learning processes within their schools. Few teachers report being significantly affected by negative or critical feedback from students. The thesis concludes that student feedback as an appraisal tool has a positive impact on secondary teachers when thoughtfully implemented.