PRINCIPALS USING THE TRANSFORMATIONAL FEEDBACK MODEL TO SUPPORT STUDENT PERFORMANCE

Abstract

Teachers need support from school leaders to improve instructional practices and student performance. This problem of practice study examines the role individualized feedback from principals to teachers in one-on-one conferences after receiving student benchmark assessment results can support instructional changes for improved student performance. To address this problem, the mixed-method study examined the feedback principals provided to teachers using the Transformational Feedback Model developed based on the literature. Using principals and teachers at two middle schools, individualized feedback was provided to the teachers by principals after each round of student benchmark assessment results. Data was collected from student benchmark results, participant surveys, participant interviews and results from state assessment results prior and after the study took place. The findings of the study illustrated how individualized feedback to teachers using the Transformational Feedback Model positively affected student performance results on student benchmark assessments and state assessment results. The findings supported the use of the Transformational Feedback Model by school leaders in how they lead within a school through feedback conferences to establish an environment that strengthens relationships teachers. Strong relationships between school leaders and teachers allow the teacher to use the feedback provided to make the necessary instructional changes to improve their instructional delivery which lead to improved student performance.