The Additional Effects of Process and Outcome Feedback Following Brief In‐service Teacher Training
Abstract
Three primary school teachers attended a half‐day, in‐service training workshop which targeted instructional and managerial behaviours identified as being functionally related to students’ academic engaged behaviours in class. Following the workshop, daily observations showed only temporary changes in the teachers’ and their students’ behaviours with trends back towards baseline measures. After this period of ‘no feedback’, three conditions of in‐class performance feedback were introduced in different sequences to each teacher: outcome feedback (based on measures of a sample of their students’ academic engaged behaviour during lessons), process feedback (based on measures of the teachers’ own instructional behaviours), and a combination of both outcome and process feedback. A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of feedback. The results showed that the introduction of performance feedback had the immediate (and cumulative) effect of increasing the behaviours targeted in the workshop to high rates that were maintained even when feedback was withdrawn. There were, however, no differences in the comparative efficacy of outcome, process or outcome/process combination effects. The study builds upon existing research which has shown performance feedback to be an essential component of effective professional development and staff training packages that target workplace behaviour change. It also adds to the limited research that has examined the efficacy of different types of performance feedback and suggests other variables, such as who presents the feedback, may be important.
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In three Australian primary teachers, feedback on performance led them to apply more of the methods taught in a workshop.
“Leach and Conto (1999) found that among a sample of three primary school teachers in Australia, performance feedback increased teachers’ use of techniques learned in a training workshop.”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Leach and Conto (1999)
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Translational research in South Africa: evaluating implementation quality using a factorial design
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- Authors
- Leach, D. J., & Conto, H.
- Affiliations
- Murdoch University (AU)
- Government of Western Australia (AU)
- Corresponding author
- Leach, David J.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 1999-12
- Volume
- 19
- Issue
- 4
- Pages
- 441-462
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2049733002
- Cited by
- 55
- References
- 33
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 2 · 2021: 2 · 2020: 2 · 2018: 6 · 2017: 3 · 2016: 2 · 2015: 2 · 2014: 5 · 2013: 6 · 2012: 3
- FWCI
- 2.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Murdoch University Research Portal (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Keywords
- continuing teacher education, performance feedback, outcome feedback, process feedback, teacher professional development, primary school teachers, behavior maintenance
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