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Schools and Societal Issues 51

answer the third research question: To what extent have SOAP-formatted post-observation
conversations influenced teacher self-reflection and practice? In sum, to determine the influence
of SOAP-formatted post-observation conversations on teacher self-reflection and practice,
the researcher gathered data through SOAP-formatted post-observation conversations,
pre-intervention surveys, post-intervention surveys, and interviews.
Phase Two of this qualitative descriptive exploratory research study consisted of
analysis of data using Tesch’s (1990) multistep process. Once the pre-intervention survey
responses were collected from participants, the researcher began coding qualitative textual
data by reading all data to gain its underlying meaning and to generate themes. Themes
were analyzed for each individual case and across different cases into complex theme
connections (Creswell, 2009; Merriam, 2009). This ongoing process was repeated several
times throughout this phase of the study.
The next instruments to be analyzed in this phase of the study were the post-
intervention surveys and interviews. Finally, all data from the above instruments and
SOAP formatted post-observation conversations were triangulated to build a coherent
justification of themes and address potential problems of construct validity. The data were
interpreted by comparing the findings to the literature review and theoretical lens to derive
meaning (Creswell, 2009).

Summary of the Theoretical Findings
Teachers’ perceptions of traditional post-observation conversations were apparent in the
pre-intervention surveys, and teachers’ perceptions of SOAP-formatted post-observation
conversations were evident in the post-intervention surveys and interviews. The influence
of SOAP-formatted post-observation conversations on teacher self-reflection and practice
was analyzed through surveys, SOAP-formatted post-observation conversations, and
interviews in the following themes: observer actionable feedback, assessment, teacher attitude,
teacher control behavior, observer constructive feedback, teacher intention, teacher normative
belief, observer objective feedback, teacher perceived behavior control, teacher perceived norm,
plan, observer positive feedback, observer relevant feedback, and teacher subjective norm. The
three main themes that emerged from these subthemes were teacher readiness, observer
expertise, and collaborative professional relationships (Figure 2). Findings relevant to the
components of the theory of planned behavior within each theme are discussed in detail
below.
THEMES

TEACHER READINESS OBSERVER EXPERTISE PROFESSIONAL
RELATIONSHIP
Attitude Feedback Collaborative Nature
Actionable
Intention Feedback
Immediate
Perceived Behavior Control Objective Constructive
Positive
Subjective Norm Relevant
Trust in an Obserer

Figure 2. Research themes.