Effects of Feedbacks to the Performance of Secondary School Teachers: Basis for Professional Development

Abstract

INTRODUCTION

Teachers' evaluation refers to the formal process a school uses to review and rate teachers' performance and effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and guide their professional development (Sawchuk, 2015).

This study attempted to look into the effects of feedback on the performance of public secondary school teachers as a basis for their professional development. It further described the importance of using different types of feedback namely: evaluative, constructive, descriptive and corrective in evaluating the teachers' performance.

METHODS

The primary data were collected through the use of a survey encompassing the perceptionof the respondents on types of feedback and professional development in terms of performance and job attitude.

RESULTS

School head respondents perceived all types of feedback indicators as "agree" while teachers and students perceived all types of feedback indicators as "strongly agree".Generally, school heads agree to all of the variables of professional development, however, strongly agree particularly on interest and responsibility while the teachers and the students have a similar response to almost all of the variables of professional development.

The perception of the school heads on types of feedback has no significant relationship to professional development as to performance. This study illustrated the significant difference inthe perception of the respondents on types of feedbacks.

The perception of respondents on professional development as to performance and job attitudes are significantly different.

DISCUSSIONS

Based on the findings and conclusions of the study, the following recommendations are offered:It will be helpful for the school administrators to review existing feedbacks, that they may enhance work performance among teachers. This will be the basis to plan programs for teacher development that will lead to the teacher's professional growth.

Teachers may be aware of and be provided with theories of policies and practices on giving and receiving effective feedback.

Since students have inputs on evaluating teachers' performance and considered to be the number one critic, teachers may always perform duties and responsibilities associated with the profession to the best of their ability.