Feedback Seeking and Teaching Standards Capabilities of Public Secondary Technology and Livelihood Education Teachers

This study examined the relationship between feedback-seeking behavior and teaching standards capabilities among public secondary Technology and Livelihood Education teachers in Cluster 13, Division of Davao City. A quantitative descriptive-correlational design was used with 120 teachers selected from an accessible population of 200. Data were collected through adapted standardized questionnaires that measured effort in feedback-seeking, risk in feedback-seeking, value of feedback about performance behaviors, and seven domains of teaching standards capabilities. The instruments obtained Cronbach’s alpha values of 0.920 for feedback-seeking behavior and 0.902 for teaching standards capabilities. Means, standard deviations, Pearson product-moment correlation, and multiple linear regression were used for data analysis. Results showed that feedback-seeking behavior was very high overall (M = 4.22, SD = 0.87), with value of feedback about performance behaviors as the highest domain (M = 4.27, SD = 0.87). Teaching standards capabilities were also very high overall (M = 4.26, SD = 0.84), with learning environment as the highest domain (M = 4.30, SD = 0.85). Feedback-seeking behavior had a moderate and significant positive relationship with teaching standards capabilities (r = 0.64, R squared = 0.41, p = 0.000). Regression results showed that all feedback-seeking domains significantly influenced teaching standards capabilities (R = 0.65, R squared = 0.422, F = 67.19, p = 0.000), with value of feedback about performance behaviors as the strongest predictor. The findings support the role of a supportive feedback culture in standards-based teacher development.