Authors : Aloma O. Semillano; Dr. Cindy B. Rosil

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/268f5y26

Scribd : https://tinyurl.com/mrwf89vt

DOI : https://doi.org/10.38124/ijisrt/26apr745

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study aimed to understand how teachers perceive feedback as both a reinforcement tool and a potential source of frustration, focusing on the challenges they encounter, the coping strategies they use, and the insights they gain from these experiences. A qualitative phenomenological design was used to capture the authentic experiences of ten elementary teachers from NOA Elementary School, Magpet West District, Cotabato. Data were gathered through in-depth interviews and focus group discussions, which were analyzed thematically using Braun and Clarke’s (2006) six-step process. Findings revealed two positive experiences, seeing immediate improvement in learners and building stronger teacher-student relationships, and four major challenges, emotional sensitivity to negative feedback, time constraints in individualized feedback, lack of training in effective strategies, and limited student follow-through. To cope, teachers streamlined feedback through rubrics, used positive reinforcement, engaged in professional learning, and adapted their approaches to learner needs. From these experiences, they derived insights emphasizing that efficient tools, positive language, continuous learning, and adaptability improve feedback outcomes. The results underscore that feedback is both an instructional and emotional practice that shapes student motivation and teacher satisfaction. The study concludes that effective feedbacking is a balance between technical skill and emotional sensitivity.

Keywords : Feedbacking Practices, Teachers, Reinforcement, Frustration.

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