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52 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

Teacher Readiness
Hattie (2009) wrote that “the art is to provide the right form of feedback at, or just
above, the level where the teacher is working” (p. 40) and to empower teachers to discuss
their own strengths and weaknesses so they can showcase that they are self-reflecting
(Myung & Martinez, 2013). How the teacher perceives the feedback, either as a threat
or a challenge (Myung & Martinez, 2013), determines the likelihood that the feedback
is received as effective or not. This research study determined that teachers who were
positive about post-observation conversations and conversations using the SOAP model
in a school culture that approved of the process believed that, through self-reflection, they
would be able to strengthen practices.
Attitude in teacher readiness. Participants affirmed that strengthening practice to
meet student needs was both good and pleasant. They saw the process and the SOAP
model as effective in supporting their improvement and as beneficial in assisting them
to self-reflect on students’ needs and teachers’ practices. Meeting students’ needs both
academically and behaviorally was paramount to the participants.
Subjective norms in teacher readiness. In matters of instruction, teachers wanted to
do what their colleagues did and indicated that most of their colleagues who had engaged
in post-observation conversations had self-reflected and strengthened their practice based
on feedback. Participants noted that the majority of educators would approve or think
they should self-reflect and strengthen practice based on traditional and SOAP-formatted
post-observation conversations. Participants could not perceive that any educator would
disapprove of or think they should not self-reflect and strengthen practice based on
traditional or SOAP-formatted post-observation conversations. They pointed out that
individuals or groups they perceived as most likely to self-reflect and strengthen practice
following feedback given during post-observation conversations were those with a favorable
attitude and intentions. Those who would be least likely to do so would be those with an
unfavorable attitude and intentions.
In matters of instruction, teachers wanted to do what their colleagues thought they
should do—but their readiness depended on which colleagues one referenced and if the
instruction in question would increase their students’ achievement. Participants perceived
that most of the support available to them within the district centered on collaborating
with peers and not with principals. Time was the major issue recognized by participants as
a limiting organizational factor to strengthening practices.
Perceived behavior control in teacher readiness. Participants were confident in their
abilities and willingness to self-reflect and strengthen practices based on traditional and
SOAP post-observation conversations to increase student mastery, and they saw advantages
to doing so. Lack of support and ineffective feedback were the disadvantages they noted
with respect to reflecting on and strengthening their practice based on traditional post-
observation conversations. The advantages of the SOAP model as perceived by participants
were that it was a positive and structured approach, the conversation occurred immediately,
and feedback provided was effective.
Most participants seemed to have strong perceived behavior control as evidenced by
the fact that eight out of the nine participants self-reflected and strengthened practices.
Participant 9 self-reflected and showcased various practices but did not necessarily adapt
practices. Teacher attitude played a strong role in determining whether teachers self-
reflected and strengthened practice. Teachers’ years of experience did not play a significant
role as the findings based on teacher tenure were inconclusive. Novice and experienced
teachers alike were found to self-reflect and strengthen practice.