Through the Principal’s Lens: A Phenomenological Exploration of Classroom Walkthroughs and Feedback by Campus Administrators

This phenomenological study focused on understanding elementary principals' and assistant principals’ perceptions and experiences with feedback practices following classroom walkthroughs (administrator to teacher). A large body of research demonstrates the effectiveness of formative feedback for student learning, but little research explores how this approach might influence the growth of administrators (appraisers) and teachers. Participants included elementary campus principals and assistant principals from across a school district of 16 elementary campuses. Data was collected through surveys and semi-structured interviews, and analyzed through inductive coding by examining how walkthroughs and feedback influence administrator mindsets and instructional practices. This research sought to provide narrative accounts through perceptions, beliefs, and opinions on walkthroughs in hopes of providing insights for leadership development, instructional coaching practices, and strategies to enhance administrator and teacher retention in universal school contexts.