Unleashing the Power of Constructive Teacher Feedback for Learners Success: A Case of a Secondary School in Chris Hani West District, South Africa

Abstract

The study aimed at unleashing the power of constructive teacher feedback for learners’ success in secondary schools in Chris Hani West District (CHWD). It should be noted that effective feedback is a vital component of the educational process, catalysing learner improvement and academic achievement. The objectives were to explore the current practices of teachers in providing constructive feedback to learners in the CHWD. The study employed an interpretive paradigm embedded in a qualitative approach and a case study design where it adopted one-on-one interviews and document analysis to collect data from ten teachers and five learners in one secondary school. A purposive sampling technique was employed to select fifteen participants from one secondary school. Among the findings, it was revealed that teachers have utilised a variety of assessment and feedback methods, including written feedback, rubrics, and online grading systems. The study concluded that by addressing practical challenges such as promoting positive teacher-learner interactions, schools can create an environment where feedback becomes a powerful tool for learner growth and success. It was recommended that teachers should actively engage in continuous professional development through, advocating for the use of written comments and rubrics in feedback, and promoting the integration of technology for accessibility, and transparency.