Feedback Techniques and Inclusive Teaching Practices of Public Elementary School Teachers

Abstract

In today’s diverse educational landscape, the ability of teachers to effectively support all learners through inclusive practices is increasingly vital. This study aimed to determine the significant relationship between feedback techniques and inclusive teaching practices among public elementary school teachers in Mati North District, Division of Mati City. A descriptive-correlational research design was employed, with a sample of 182 teachers from public elementary schools in Mati North District, Division of Mati City. Data were gathered using standardized questionnaires administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that feedback techniques and inclusive teaching practices were very extensive among teachers. Correlation analysis indicated a significant relationship between feedback techniques and inclusive teaching practices. Moreover, the study identified that the domains of feedback techniques significantly influenced inclusive teaching practices. It is recommended that school administrators focus on fostering teachers' feedback techniques through professional development programs that emphasize providing constructive, praise-driven, functional, and structured feedback. By enhancing these feedback techniques, teachers will be better equipped to create an inclusive and supportive learning environment, thereby improving their overall teaching effectiveness and student outcomes. This approach can ultimately promote a more equitable and inclusive educational experience for all students.