110 Conclusion and discussion of the findings and implications for educational practice and for future research However, if such a whole school program is set up, it is not guaranteed that all teachers will actively participate. After all, teachers are very busy with various tasks they need to work on. It might be very helpful, therefore, if the school leader not only provides what is needed, but also actively encourages teachers to participate in the program as intended. Moreover, the school leader would ideally monitor whether the improvement of teaching quality actually happens by regularly conducting several classroom observations themself, in order to aggregate these observation scores at the department or school level and create a trend line over a certain period of time. Of course, this puts a high demand on the school leader’s time and resources, which often makes it difficult to accomplish. But it is important to monitor in some way whether the school program is leading to the desired effect. It is not suggested here that the school leader use the student ratings about the quality of teaching as a means of control. The school leader has a special responsibility for the success of a student feedback intervention by monitoring the quality of teaching quality. 6.5 RECOMMENDATIONS FOR FUTURE RESEARCH For future research, it might be interesting to evaluate a whole school developmental program as described above, wherein student perceptions of teaching quality are provided to teachers as a feedback source about the quality of their teaching and where teachers work together on the improvement of their lessons, supervised by an internal or external coach. It is worthwhile investigating whether such an approach positively affects teaching quality in schools. Another topic for future research is the use of student feedback in the practical phases of teacher training programs (Göbel et al., 2021). In particular, it can be investigated how preconditions for the effective use of student feedback for improving teaching quality could be translated to teacher training programs, to help pre-service teachers improve the quality of their teaching. From the data-use literature, we know that a high sense of self-eff icacy (in this context, teachers feeling conf ident about their ability to improve their own teaching) is an important prerequisite for using feedback data in general (van der Scheer & Visscher, 2016). Teachers with a higher sense of self-eff icacy are more likely to implement new teaching practices when confronted with diff iculties in feedback data than teachers with a low sense of self-eff icacy (Tschannen-Moran & Woolfolk-Hoy, 2001). It might thus be interesting to investigate in future research the effect of teachers’ self-eff icacy on their use of student feedback for improving their teaching.
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