To Explore the Impact of Feedback on School Management

Authors

  • Shamsheer Muhammad Ph.D. Scholar, Department of Educational Training; The Islamia University of Bahawalpur, Pakistan. Author
  • Dr. Muhammad Nadeem Assistant Professor, Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan. Author
  • Tahira Mannan Lecturer Education Government Associate College (w) Gawalmandi, Lahore, Punjab, Pakistan. Author
  • Abdul Qahar PhD. Scholar; Secondary Teacher Education; Allama Iqbal Open University Islamabad, Pakistan. Author

Keywords:

Management, Public schools management, Private school management, PEF school management, Feedback on management

Abstract

Feedback serves as a catalyst for school improvement, enhancing curriculum development, teacher effectiveness, student engagement, and parent involvement. Its implementation requires establishing clear goals, gathering diverse perspectives, providing timely and specific feedback, and utilizing data for decision-making. The objective of the study was to investigate the current practices and challenges associated with feedback implementation in schools and identify strategies to maximize the positive impact of feedback on school management and student outcomes. For data collection, 100 administrators, 100 teachers, and 100 parents were selected through a purposive sampling technique, interviews were conducted, and data was analyzed through narrative analyses. The study provides compelling evidence that feedback is an essential tool for school improvement, positively impacting curriculum development practices, teacher effectiveness, student engagement, and parent involvement. Schools that effectively implement feedback mechanisms are likely to reap substantial benefits for students, teachers, and parents.

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Published

2023-12-31

How to Cite

To Explore the Impact of Feedback on School Management. (2023). International Research Journal of Management and Social Sciences, 4(4), 368-377. http://irjmss.com/index.php/irjmss/article/view/194

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