Estrategia de Directores en Situaciones de Retroalimentación Difíciles

Abstract

The present qualitative-exploratory-descriptive study aims to typify the feedback patterns that headmasters provide to their teachers after class observation. We analyzed 22 audio recordings collected at the initial stage of a headmasters training process held in Valparaíso, Chile. The analysis was carried out following three categorization lines based on three theorical approaches: interpersonal skills, types of feedback, and feedback content. The conclusion shows that the feedback patterns are mostly centered on the headmasters’ opinion and are mainly descriptive. Furthermore, headmasters tend to “evade” their teachers when the latter ask for further explanation on their evaluations. We recommend providing training for strengthening interpersonal skills as well as knowledge regarding effective feedback practices in the training processes of school directors.