THE EFFECT OF PRINCIPAL’S FEEDBACK ON THE TEACHERS’ COMPETENCE AT AGUSAN DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Education

This study examined the effect of the principal’s feedback on the competence of teachers at Democrito O. Plaza Memorial National High School in the Agusan del Sur Division during School Year 2024–2025. Using a quantitative descriptive–correlational research design, data were collected from 100 public school teachers through an adapted and validated survey questionnaire. The instrument measured principals’ feedback in terms of feedback quality, feedback tone, empathy, and openness to dialogue, as well as teachers’ competence across seven domains: classroom management, mastery of the subjects, instructional material development, teaching strategies and approaches, communication skills, learning assessment and reporting, and community linkages. Descriptive statistics, including the mean and standard deviation, were used to determine the levels of the variables, while the Pearson product–moment correlation coefficient was employed to examine the relationship between principals’ feedback and teachers’ competence. Results revealed that principals’ feedback was perceived at a very high level across all dimensions. Likewise, teachers demonstrated a very high level of competence in all assessed domains. Correlation analysis indicated a significant positive relationship between principals’ feedback and teachers’ competence (r = 0.68, p = 0.015), suggesting that effective and supportive feedback from school leaders is associated with higher levels of teacher competence. The findings highlight the critical role of instructional leadership, particularly feedback practices, in enhancing teachers’ professional performance and supporting continuous improvement in the school setting.

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