Feedback loops in teacher professional development: A qualitative study in Herat Province of Afghanistan

Abstract

The purpose of this qualitative study was to understand how feedback loops function within the Ministry of Education (MoE) Provincial Education Directorate (PED) in Herat province of Afghanistan, how the MoE/PED collects, analyzes, and uses feedback for improving its policies and programs, and responds to the issues and barriers identified at the school levels. To narrow down the research, it investigated the feedback loops around teacher professional development (TPD). We used semi-structured interviews and document analysis to collect data. The participants were 34 individuals selected purposefully from six schools, one CBE, and Herat educational offices. We used thematic analysis methods for analyzing the data. The findings indicate that the MoE/PED did not collect regular or quality feedback about TPD activities, usually offered as teacher training workshops, from this study participants. Besides, we did not find any evidence that the MoE/PED has used the rarely collected feedback for improving TPD programs, so the feedback loops were not closed. The mechanisms for collecting, analyzing, and using feedback are not well defined and established at the MoE/PED. The existing structures for communicating information between schools and the higher authorities in the MoE/PED are manual and paper-based, and the process is very time-consuming.

Keywords

• feedback loops
• organizational learning
• education in afghanistan
• teacher professional development