Examining the Relationship Between School Feedback Environment and Vocational Educators’ Feedback Orientation to Support Vocational Students’ Learning (79009)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Hiroko Hara

Thursday, 28 March 2024 13:05
Session: Session 3
Room: Room 702
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

While the impact of feedback environments on job satisfaction and performance is well-documented in organizations, its effects on teaching have received limited attention. This exploratory study, with 74 teachers from vocational schools, aimed to provide empirical evidence to address the lack of research on the influence of the school feedback environment on teachers' feedback orientation in the context of Chinese vocational education. In this study, we assessed teacher feedback orientation across four subdimensions: feedback utility, meaning perceptions of feedback usefulness to improve student learning performance and outcomes; feedback self-efficacy, referring to confidence in delivering effective feedback to students; feedback accountability, meaning perceived responsibility for providing feedback to support student learning; and feedback social awareness, referring to awareness of feedback provision in affecting the teacher-student relationship. The findings revealed a positive association between the school feedback environment and teacher feedback orientation. Specifically, there was a significant association between the school feedback environment and teachers’ perceived feedback utility and feedback accountability to support vocational students’ learning. These findings suggest that a supportive feedback environment is more likely to enhance a sense of responsibility among teachers in providing feedback and their perception of the usefulness of feedback provision to support vocational students' learning. These results underscore the importance of creating a supportive feedback environment to enhance teachers' feedback orientation. Implications and future research directions of this study will also be discussed in the presentation.

Qishuai Zhang, The Education University of Hong Kong, Hong Kong
Lan Yang, The Education University of Hong Kong, Hong Kong

About the Presenter(s)
Miss Qishuai Zhang is a doctoral student at The Education University of Hong Kong in Hong Kong. Her research interests include feedback orientation, feedback environment, and vocational education.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00