Enhancing Teaching Effectiveness through Administrative Feedback: Insights from Public Primary Schools in Karachi

Abstract

This study explores the role of administrative feedback in enhancing teaching practices and improving educator performance in public primary schools in Karachi, Pakistan. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and self-report questionnaires. Five teachers, selected through purposive sampling, participated in the study. The findings reveal that structured administrative feedback significantly improves key areas such as lesson planning, classroom management, communication skills, and subject competency. Effective feedback, delivered through constructive and supportive interactions, fosters a culture of continuous professional development and accountability. However, challenges such as limited resources, hierarchical decision-making, and resistance to change hinder the effective implementation of feedback mechanisms. The study highlights the need for robust evaluation systems, capacity building for school leaders, and policies that support collaborative feedback practices. These insights offer valuable recommendations for policymakers, educators, and administrators to improve teacher evaluation processes, ultimately enhancing educational outcomes in resource-constrained environments.