| Title: |
Boosting Classroom Practices through Principal Feedback: The Mediating Roles of Teacher Professional Learning and Teacher Self-Efficacy |
| Language: |
English |
| Authors: |
Ramazan Cansoy (ORCID 0000-0003-2768-9939); Muhammet Emin Türkoglu (ORCID 0000-0003-3883-3414); Mahmut Polatcan (ORCID 0000-0002-5181-0316) |
| Source: |
European Journal of Education. 2025 60(4). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Secondary Education |
| Descriptors: |
Educational Practices; Principals; Feedback (Response); Teacher Education; Faculty Development; Self Efficacy; Foreign Countries; Teacher Administrator Relationship; Cues; Elementary School Teachers; Secondary School Teachers; Instructional Improvement |
| Geographic Terms: |
Turkey |
| DOI: |
10.1111/ejed.70265 |
| ISSN: |
0141-8211; 1465-3435 |
| Abstract: |
This study conceptualised principal feedback as a motivational and informational cue that shapes teachers' beliefs about their capabilities and their engagement in ongoing learning. The aim was to develop a more integrated understanding of how principal feedback influences teachers' instructional practices by examining the mediating roles of teacher self-efficacy and teacher professional learning. Data were collected from 408 K-12 teachers in Türkiye, and the proposed model was tested using structural equation modelling (SEM). The findings indicate that principal feedback is positively associated with teacher self-efficacy and teacher professional learning, both of which are in turn directly linked to teachers' instructional practices. Furthermore, the analyses revealed partial mediation effects, suggesting that teacher self-efficacy and teacher professional learning act as key psychological and behavioural mechanisms through which principal feedback influences instructional practices. These results suggest that by fostering feedback-rich school environments, policymakers and school leaders can promote both teacher development and instructional improvement. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490370 |
| Database: |
ERIC |