Teachers′ intention to obtain feedback from students and peers

Although feedback from students (SF) and peers (PF) is considered effective for improving teachers' instructional practice, it is underutilized. In this pre-registered study, we use a representative sample of N = 615 German teachers to investigate whether intentions to obtain SF and PF can be explained by teachers' attitudes, perceived norms, and self-efficacy, as suggested by the Theory of Planned Behavior, and by additional teacher and school characteristics. Analyses confirm the roles of attitudes, norms, and self-efficacy in teachers' intentions, and the relevance of psychological safety and transformational leadership. Our findings offer valuable insights into promoting teachers’ obtaining of feedback. • Teachers' attitudes, norms, and self-efficacy predict intention to obtain feedback • Feedback support offered by schools increases attitudes, norms, and self-efficacy • Principals' transformational leadership fosters teachers' obtaining of feedback • Team safety is related to self-efficacy and informative value of peer feedback