Intentionality as an aspect of invitational feedback :implications for the management of teacher competence

M. Ed.The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational