Focus On: Lehrer-Schüler-Beziehungen und Feedback als Schlüssel zum Schulerfolg
Teacher-student relationships and teacher feedback play a central role in academic success. A positive relationship between teachers and their pupils not only promotes their learning motivation and performance, but also their well-being. Support, empathy and appreciation are key factors here. At the same time, feedback has a significant impact on the learning process. This report takes the factors identified as fundamental in the Hattie meta-analysis – teacher-student relationships, support and feedback – as a starting point and examines how these are developed in Luxembourg and how they compare internationally. The results show that the students’ perceptions of these factors vary to some extent – both between the different types of schools in Luxembourg and in an international comparison. For example, pupils in the enseignement fondamental rate the support from teachers significantly higher than pupils in the enseignement secondaire. Internationally, the data shows that, in addition to support, pupils from the enseignement secondaire in Luxembourg also rate teacher enthusiasm and feedback significantly lower than their peers in other countries.
The report is structured into four chapters: The first chapter provides a theoretical introduction. Empirical analyses are then presented in the second chapter. The third chapter summarises the key findings, and the final chapter offers specific recommendations. The focus here is on four central areas: nationwide introduction of measures to improve indicators on teacher support and feedback in secondary education, the integration of the above-mentioned indicators in a school quality monitoring system, an increased focus on teacher-student relationships, support and feedback in both initial and in-service teacher training and targeted programs and interventions to promote these factors at
