Influence of Collaborative Feedback on Delivery of Educational Services in Government-aided Secondary Schools in Jinja City, Busoga Subregion, Eastern Uganda

Martha Namasoga, Charles Eryenyu & Mohammed Kaweesi
Directorate of Graduate Studies, Busitema University
Email: namasogamartha77@gmail.com

Abstract: This study investigated the effect of collaborative feedback on the delivery of educational services in government-aided secondary schools in Jinja City, Uganda. Employing a cross-sectional research design, the study combined quantitative and qualitative methods to collect and analyze data from 278 respondents, including teachers, students, headteachers, and the City Education Officer. Stratified, purposive, and simple random sampling techniques ensured a representative sample, while data were gathered through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using SPSS, and qualitative insights were thematically examined. Findings reveal that collaborative feedback significantly and positively influences the quality and effectiveness of educational service delivery (B = 0.319, p < .001), accounting for a measurable proportion of the variance observed. The study concludes that schools embracing collaborative feedback foster improved communication, professional development, and student engagement. It recommends that educators and policymakers prioritize collaborative feedback mechanisms to enhance teaching and learning outcomes, thus better meeting the needs of all stakeholders.