One common method for school improvement focuses on improving teacher instruction through observations with feedback in post-conferences. While school leaders dedicate many hours to observing teachers and providing feedback, observational feedback does not always change instruction. While previous studies have examined teacher perceptions of observational feedback and the factors that impact teacher response to feedback, few studies have addressed how teachers make sense of feedback and decide whether to make changes to instruction based on feedback. This study utilized sensemaking and decision-making theories to describe how elementary school teachers decide whether to change instruction based on feedback received in post-observation conferences. The study examines factors related to teacher decision-making within both evaluative and non-evaluative contexts. Findings disclose the intersection of sensemaking and decision-making and the personal nature of sensemaking. Findings also include factors related to the source of the feedback, the culture of observational feedback, and beliefs about what is best for students. The study concludes with the implications of these findings within the context of school improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
