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Drawing on TALIS 2013 and latent class analysis of U.S. lower-secondary teachers (n=1,824), the study identifies four teacher groups based on perceived feedback impact: Receptive, Compliant, Motivated, and Indifferent. Feedback sources and teachers’ beliefs about evaluation purposes predict group membership. 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Bowers  \nTeachers College, Columbia University  \nUnited States  \nCitation: Choi, Y., & Bowers, A. J. (2024) . How teachers perceive the impact of teacher feedback: A latent class analysis. Education Policy Analysis Archives, 32(38). [https://doi.org/10.14507/epaa.32.8464](https://doi.org/10.14507/epaa.32.8464)  \n[Abstract:](Abstract: How do teachers perceive and experience the impact of evaluation feedback across)[ How do teachers perceive and experience the impact of evaluation feedback across](Abstract: How do teachers perceive and experience the impact of evaluation feedback across)[ ](Abstract: How do teachers perceive and experience the impact of evaluation feedback across)[various domains of their work? This study investigates whether there are qualitatively distinct](various domains of their work? This study investigates whether there are qualitatively distinct)[ ](various domains of their work? This study investigates whether there are qualitatively distinct)groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013) . Applying latent class analysis to the U.S. sample of lower-secondary school teachers (n=1,824), we find that there are four distinctive groups of teachers: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%) . Our analysis shows feedback sources and teacher beliefs about the evaluation’s purpose are significant predictors of teacher class assignment. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their intention to change school.  \nKeywords: teacher evaluation; evaluation feedback; teacher surveys; latent class analysis  \nCómo perciben los docentes el impacto de la evaluación docente: Un análisis de claselatente  \nResumen: ¿Cómo perciben y experimentan los docentes el impacto de las respuestas deevaluación en los distintos ámbitos de su trabajo? Este estudio investiga si existen gruposcualitativamente distintos de docentes en los Estados Unidos según el impacto percibido por  \nlos docentes de las respuestas de evaluación utilizando la Encuesta Internacional de Enseñanza y Aprendizaje de 2013 (TALIS 2013) . Al aplicar el análisis de clases latentes a lamuestra estadounidense de docentes de escuelas secundarias inferiores ( n=1.824), encontramos que hay cuatro grupos distintivos de docentes: receptivos (25%), obedientes (15%), motivados (27%) y Indiferente (33%) . Nuestro análisis muestra que las fuentes derespuestas de la evaluación y las creencias de los docentes sobre el propósito de la evaluación son predictores importantes de la asignación de clases de los docentes. Finalmente, controlando por diversas características individuales y a nivel de escuela, estos grupos de docentes varían significativamente en su intención de cambiar de escuela.  \nPalabras-clave: evaluación docente; respuestas de evaluación; encuestas a docentes; análisis de clases latentes  \nComo os professores percebem o impacto da avaliação docente: Uma análise latenteda aula  \nResumo: Como é que os professores percebem e experienciam o impacto das respostas da avaliação nos vários domínios do seu trabalho? Este estudo investiga se existem gruposqualitativamente distintos de professores nos Estados Unidos com base no impactopercebido pelos professores das respostas da avaliação usando a Pesquisa Internacional de Ensino e Aprendizagem de 2013 (TALIS 2013) . Aplicando a análise de classe latente à amostra de professores do ensino secundário inferior dos EUA (n = 1.824), descobrimos que existem quatro grupos distintos de profe","cbCaijfHlqYadEUe","https://ap.wps.com/l/cbCaijfHlqYadEUe","pdf",556017,25,"English","# Abstract\n# Research Questions and Theories of Change\n# Data and Method (Latent Class Analysis)\n# Findings: Teacher Groups and Predictors\n# Implications for Intentions to Change School","[{\"question\":\"What is the main research question about teacher feedback in the study?\",\"answer\":\"The study examines how teachers perceive and experience the impact of evaluation feedback across various domains of their work.\"},{\"question\":\"How many teacher groups does the latent class analysis identify, and what are they?\",\"answer\":\"The analysis finds four distinctive groups: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%).\"},{\"question\":\"What factors predict which teacher group an individual belongs to?\",\"answer\":\"Feedback sources and teachers’ beliefs about the purpose of evaluation are significant predictors of teacher class assignment.\"}]","How Teachers Perceive the Impact of Teacher Feedback: A Latent Class Analysis | PDF",1792094331,63]