Empowering teachers through student feedback : implementing a framework to enhance practice at Erfgooiers College through constructive student feedback

Abstract

Improving teaching quality through sustained professional learning remains a key challenge in secondary education. Although student feedback is widely recognised as a valuable source of information on teaching effectiveness, its systematic and formative use for teacher development is often limited in practice. This study examines how a structured student feedback framework can be designed and implemented to support teacher professional growth at Erfgooiers College, a Dutch secondary school offering pre-vocational, higher general secondary, and pre-university education.

Using a mixed-methods design, the study combined quantitative analysis of student survey data with qualitative insights from teacher reflections and focus-group discussions. A feedback instrument grounded in established models of effective teaching and student perception research was developed and piloted. The findings show that well-designed student feedback provides actionable insights into classroom climate, instructional clarity, and student engagement, and can stimulate teacher reflection and instructional improvement when embedded in a supportive professional learning culture.

The study identifies key implementation conditions and demonstrates how student feedback can function as a formative tool for professional learning in secondary education.