The study examined teachers’ attitude to students’ negative feedback: it’s impact on the teaching and learning in public secondary schools in Delta State. Two (2) research questions were raised to be answered while two (2) null hypotheses were formulated to be tested in the study. The variables in the study were reviewed from relevant literature. This research is a correlational study of ex-post facto design and the population consists of all the 479 public secondary school principals and 14,877 teachers in the twenty-five (25) Local Government Areas of Delta State. The sample for this study was 48 principals and 1,487 teachers in Delta State public secondary schools selected from 13 Local Government Areas. This represented 10% of the population using the stratified random sampling technique. This involved sampling 13 Local Government Areas from twenty-five (25) Local Government Areas. Secondly, 10% of principals and teachers from 13 Local Government Areas sampled were selected using simple random technique resulting to 48 and 1,487 respectively. A self-developed questionnaire titled “Teachers’ Attitude to Students’ Negative Feedback Questionnaire (TASBFQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.85 was used. The research questions raised were answered using simple percentage for the study. The researcher administered a total of 1,535 questionnaires to randomly selected principals and teachers from the selected public secondary schools in the study area. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. The findings revealed that student’ negative feedback influence teachers’ attitudes thereby becoming dismissive, justified, or even hostile when confronted with criticism. It was therefore recommended that there is need to encourage teachers to embrace student feedback as a valuable tool for professional development, recognizing that feedback is an opportunity to learn and improve, rather than a personal attack. Teachers should therefore undergo training on how to cope with negative feedback from students.
Keywords: Nigeria, students’ negative feedback, teachers’ attitude, teaching and learning
