Attempts to help solve the problems regarding inadequate feedback competence among teacher evaluators. The aim of this study is to formulate a description of the way in which access, as one of the aspects of transparent feedback, can promote the feedback competence of teacher evaluators. A comprehensive literature study has been undertaken. The information for the empirical study has been gathered by means of a questionnaire. The findings confirm the hypothesis that school managers are less transparent and accessible when they give feedback to teachers that have been evaluated. Recommendations are made.
|Degree Type||Masters degree|
|Degree Description||M Ed|