Building instructional leaders’ capacity to deliver constructive feedback to teachers

Abstract

The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved.