Teachers’ verbal feedback practices in inclusive classrooms

Abstract

This study examined the relationship between teachers’ verbal and nonverbal feedback practices and learners perceived motivation in inclusive classrooms at Matab-ang Elementary School, Division of Toledo City, during the school year 2025–2026. It involved 30 teacher-respondents which selected through purposive sampling and described their demographic profile, feedback practices, and learners’ motivation as perceived by teachers. A descriptive-correlational design was used, and data were gathered through structured questionnaires and analyzed using frequency count, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings showed that most teachers were young to mid-career, predominantly female, with bachelor’s degrees, and mostly occupying Teacher I and Teacher III positions with 1–10 years of experience, indicating a developing workforce in inclusive instruction. Teachers demonstrated strong verbal feedback practices, particularly in giving corrective and constructive comments, adjusting tone, and balancing positive and corrective responses. However, encouraging active participation was less evident. For nonverbal feedback, gestures, posture, and movement were frequently used, while facial expressions were less consistent, showing limited affective communication. Learners were generally perceived as motivated, showing participation, eagerness, and responsiveness, although sustaining focus and enjoyment in difficult tasks remained weaker areas. Correlation results revealed weak positive but non-significant relationships between verbal and nonverbal feedback and learner motivation, suggesting feedback alone has limited influence. In conclusion, teachers’ feedback practices do not significantly influence learner motivation in inclusive classrooms. It is recommended that Action Plan shall be used.