How Do Early Childhood Teachers Know How They're Doing? Receipt of Feedback and Its Relationship to Use of Recommended Practices

Abstract

The first objective of the current study was to determine if early childhood teachers receive feedback about their classroom practices, and the second objective was to determine if feedback predicts teachers’ use of recommended practices. Teachers of 3-, 4-, and 5-year-olds, employed by Head Start and centers accredited by the National Association for the Education of Young Children, were solicited. Standard and hierarchical regression was used to analyze questionnaire data from 238 respondents. Teachers’ reports of the quantity and quality of feedback they received were compared to their education, degree, and experience, in addition to being compared to other strategies used to train teachers. The influence of program type and presence of children with disabilities in the classroom was also analyzed. In general, teachers reported receiving little information about their performance in the classroom. When feedback was received, however, teachers reported that it was quite useful. Educational level was the single most predictive variable. Unexpected results related to the receipt of feedback compared to other strategies used to train teachers are discussed.