The Impact of Feedback for Lesson Observation on Improving Teacher Performance: A Study among Teachers and School Leaders at Selected Public Schools in Abu Dhabi

Thumbnail Image
Journal Title
Journal ISSN
Volume Title
The British University in Dubai (BUiD)
Giving constructive feedback is an essential skill that school leaders should have to help teachers develop and improve their teaching efficiency. This study aims to investigate the impact of feedback by school leaders in enhancing teaching performance from school leaders’ and teachers’ perspectives in selected public sector schools in Abu Dhabi. The main research question of the study probe: What is the impact of administrative feedback by school leaders in enhancing the teaching performance of teachers? The review of central concepts, theories, and related studies indicated that a constructive strategy for feedback focusing on teaching and learning for teachers is critical for achieving reforms and gaols of an education system. The current research was inspired by the research works of authors Balyera & Özcanb 2020, Cioppa 2020 and Alhosani 2015 associated with the present subject of the study. The study adopts a sequential explanatory mixed methods design articulated in three phases: The first phase was a quantitative process followed by a qualitative process. A survey method followed by semi-structured interviews and focus group discussion (FGD) method were used for data collection. Purposive sampling was used during the course of this investigation. 119 teachers and 17 school leaders participated in the survey process, and 10 teachers and four school leaders participated in the interview process. In addition to that, 6 participants were included in the FGD. The findings indicated that taking into account all of the components of constructive feedback (usefulness, accuracy, credibility, access to resources, responsiveness) is the most effective way to provide feedback and significantly impacts teachers' performance. These findings demonstrate a twofold advantage of assessment and feedback for teachers personally and for improving their teaching, which should be noted by policy makers, school leaders, school principals, and instructors. The findings of the current research work are limited to Abu Dhabi with a mixed research methodology based on the diverse sample of teachers and school leaders, irrespective of their cultural backgrounds. It is suggested for future research work to consider multiple aspects, including feedback that may affect the performance of teachers in different research settings. In the current study, it is asserted that feedback must be frequent and conducted several times during the school year, formal and informal, and focused on teaching methods and student behaviour rather than the teacher's personality. Performance improvement is only achievable if feedback is timely and accurate.