Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Treatment-group teachers were no more likely than control-group teachers to report positive perceptions of the usefulness of the feedback provided. → Herrmann 2019
Evidence¶
Herrmann 2019¶
Herrmann, M., Clark, M., James-Burdumy, S., Tuttle, C., Kautz, T., Knechtel, V., Dotter, D., Smither Wulsin, C., & Deke, J. (2019). The Effects of a Principal Professional Development Program Focused on Instructional Leadership (Study Highlights). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/study-highlights-the-effects-of-a-principal-professional-development-program-focused
q3 · i? · causal · r?
In the same randomized teacher-survey comparison, the study reports teachers in program schools "were no more likely to report positive perceptions of the usefulness of the feedback provided." No effect size is printed; equivalence was not tested.
"In addition, teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided."
Discussion¶
Related Claims¶
- An intensive principal professional development program did not change principals' practices in the ways intended by the program — related
- Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not — related
- The principal professional development program did not improve student achievement in English language arts or math — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-pd-no-change-feedback-usefulness-perceptions |
title |
Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided |
description |
Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — herrmann-2019 |
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