Improving teachers' beliefs about using student feedback: Can professional learning communities make a difference?

Although the use of student perceptions of teaching quality has been promoted as a tool for instructional improvement, its adoption in practice remains challenging. Teachers’ beliefs play a key role in whether such data is embraced or resisted. This study examined the implementation and effects of a teacher professional development program on teachers’ beliefs about using student perceptions of teaching quality data. In 15 Chilean schools, teachers worked in professional learning communities. Pre and post-surveys with 39 teachers assessed affective and instrumental attitudes, perceived controllability, and self-efficacy. Implementation of key activities (e.g., discussing student perceptions of teaching quality data with students) was limited, and beliefs did not change significantly during the program. Correlational analyses indicated that participants with higher baseline beliefs were more likely to show decreases after the program. High pre-test scores, short duration, and partial implementation constrained the program’s outcomes.