Impact of Teachers’ Feedback on Students’ Self-Efficacy at the Secondary Level

Abstract

This quantitative study examined the impact of teachers' feedback on students' self-efficacy at the secondary level in Gujranwala city. The objectives were to examine different feedback strategies used by teachers and to assess how these strategies develop students' confidence in their academic abilities. A quantitative research design was used. The population consisted of female secondary school students from public and private schools. A total of 199 students were selected through simple random sampling. Data were collected through a self-constructed questionnaire comprising 31 items on a 5-point Likert scale. Validity was ensured through expert review and reliability through Cronbach's Alpha. Data were analyzed using SPSS with mean, standard deviation and, ttests and regression. Findings of the study showed that teachers' feedback has a positive effect on self-efficacy. Students favored constructive, clear, and timely feedback, which improved their confidence, motivation, and academic performance. Among feedback types, oral and written feedback were more effective in enhancing self-belief, while digital feedback was comparatively less effective. The study concludes that effective teacher feedback significantly strengthens students' self-efficacy. It recommends that teachers should adopt supportive, clear, and timely feedback strategies to enhance students' confidence and learning results at the secondary level.