Relationship of Teacher Feedback with Student Perceptions and Self-efficacy

This research examines the relationship between teacher feedback practices and student perceptions of feedback, and their academic self-efficacy using a mixed methods approach.

The study has been conducted at a renowned private school and comprises a sample of 90 students (aged 13-15) and 4 teachers in English and Urdu classrooms. 

Findings indicate asymmetric quality of teacher-student interaction which affects self-efficacy of high and low achievers, reinforcing teacher expectancies of student performance and resultant feedback given to them. Teachers give feedback differentially based on their expectations of students as high or low achievers. Students also vary in their perceptions of teacher feedback as effective or ineffective. We also found significant differences between high and low achievers identified by teachers, in their academic self-efficacy. Teacher practices and particularly student perceptions are largely shaped by a collectivist cultural context. Effective feedback practices, informed by student perceptions in a cultural context, can have positive implications for self-efficacy of low and middle achievers and consequently their academic performance.