Teachers’ Beliefs and Practices Regarding their Feedback to Students at Elementary Level
Keywords:Feedback, Task Based Feedback, Process Based Feedback, Self-Regulation Based Feedback, Self & Peer Feedback
The study aimed to discover the feedback beliefs and practices teachers use to improve their students’ learning at elementary level in Tehsil and District Muzaffarabad, AJ&K, Pakistan. Non-probability convenient sampling technique was used, and out of the population of 1012 teachers, the sample size comprised of 170 teachers, when precision level was ±7%, confidence level was 95% and P=0.5. Three dissimilar research tools were set for teachers for data collection. The questionnaire was used to study teachers’ feedback beliefs and oral and written feedback check lists were used to investigate teachers’ actual feedback practices. Statistical tests of Mean, Standard Deviation, t-Test Independent Sampling and One-Way ANOVA were used for data analysis. With varying degrees of agreement, majority of teachers held satisfactory beliefs regarding types, purposes and other related aspects of feedback. Contrarily, teachers’ actual oral and written feedback practices were quite unsatisfactory. Multitier educational management was recommended to establish systematic mechanisms of promoting and monitoring teachers’ pedagogical skills.