Feedback na gestão educacional e seus efeitos percebidos sobre a comunicação, o desempenho e a motivação docente: estudo em escolas estaduais de Rio Brilhante-MS

Abstract

This study aimed to analyze the effects of feedback in educational management on teachers from state schools in the municipality of Rio Brilhante, Mato Grosso do Sul, Brazil. Specifically, it sought to identify the types of feedback used in the educational management of these schools, analyze teachers’ perceptions of the influence of feedback on organizational communication, and examine the relationship between the use of feedback and perceived levels of teacher performance and motivation. The research is characterized as descriptive, with a quantitative approach, developed through field research and structured as a multiple-case study. Data were collected through the administration of a structured questionnaire to 40 teachers affiliated with the three state schools in the municipality. The data were analyzed using descriptive statistics, including absolute frequencies, relative frequencies, and percentages, in addition to individual case analysis and comparison among the schools investigated. The results indicated the predominance of positive and corrective feedback, perceived by most participants as clear, constructive, and relevant to professional development. It was also found that, from the teachers’ perspective, the frequent practice of feedback contributes to strengthening organizational communication, solving everyday problems, aligning teachers with institutional goals, and improving perceptions of teacher performance and motivation. The study concludes that feedback has positive effects on the educational management of the schools analyzed, serving as a strategic people management tool in the school environment, especially by promoting teacher appreciation, professional engagement, internal communication, and improved relationships between teachers and the management team.