The Effects of Feedback and Commitment to Change on the Behavior of Elementary School Principals

Abstract

This article reports an experimental study of the effects of feedback and commitment to change on administrative behavior. The experiment was designed to test the differential effectiveness of giving three kinds of feedback, both Ideal and Actual, Ideal-Only, and Actual-Only, in initiating positive behavior change, and to examine the effects of those treatments under three "commitment" conditions. It was conducted in a stratified random sample of public elementary schools of California. Chi-square analyses and examination of patterns of positive change show that Ideal-Only was the most effective and Actual-Only the least effective type of feedback given. In some instances, Actual-Only Feedback appeared to inhibit positive change. The condition of stated commitment to "work on" particular principal behaviors tended to inhibit positive change.

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