TEACHERS’ FEEDBACK: RELATIONSHIP OF ACADEMIC SELF-EFFICACY ON SENIOR HIGH STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

The purpose of this study was to examine the relationship between teachers' feedback and academic self-efficacy in senior high students at Bestlink College of the Philippines for the academic year 2023-2024. It also explores the influence of the types of teachers' feedback students often receive, and which other academic dimensions influence their academic self-efficacy the most. The correlational method was used to determine the outcome. Data were gathered using the Academic Self-Efficacy Scale (Gafoor, Kunnathodi & Ashraf, Muhammed, 2007) and a modified questionnaire, which was validated by the statistician and psychometrician through stratified random sampling. The statistical treatment used after the data had been gathered is a sample to determine the relationship between two variables. Another method used is frequency and percentage to determine the weighted mean of the variables needed. According to the study's findings, senior high school students gave individual guidance the highest ranking among the three forms of teacher feedback: constructive criticism, praise, and individual guidance. Individual guidance was the feedback they consistently received, with a weighted mean of 3.41, which is considered "always." Praise came next, scoring a weighted mean of 2.86, which is interpreted as "often," while constructive criticism came last, scoring a weighted mean of 2.56, which is also interpreted as "often." There is a substantial correlation between teachers' feedback and academic self-efficacy, according to a survey completed by 150 participants. A weighted mean of 3.35 indicated that the teacher-student relationship was "Exactly True." Based on the data gathered, senior high school students appreciate their teachers' constructive criticism and written comments, which help them identify areas for improvement and greatly boost their academic self-efficacy. The most influential factor is individual guidance from teachers, which significantly contributes to their academic self-efficacy.