Background: Efficient teaching practices have a significant influence on student learning outcomes, which calls for evidence-based instructional methods, assessment strategies, and feedback mechanisms. The study assesses the degree of teaching practices by instructors and officials with an emphasis on teaching approaches, measurement techniques, and comment styles that advance pupil success. By breaking down these pivotal components, the study intends to provide evidence toward continuing debates to raise education quality and maintain that instruction strategies should follow changing learners’ requirements.
Result: The results show that teacher-respondents and administrator-respondents alike have consistently high levels of practice in teaching practices, especially assessment and feedback. All the indicators for assessing the skills of students, making learning outcomes clear, and reflective assessment were all given a rating of highly practiced, which points to the focus on student-centered evaluation. Likewise, feedback practices like giving clear demonstrations of what to expect and the use of appropriate language in student interactions were highly rated. The minimal differences in ranking between administrators and teachers indicate variations in outlook but confirm the mutual commitment to teaching and evaluation effectiveness. Generally, the findings reinforce the significance of systematic assessment and positive feedback in improving student learning experiences and sustaining educational improvement.
Conclusion: The study highlights that both teachers and administrators highly practice effective assessment and feedback strategies, ensuring meaningful student learning and progress. The findings emphasize the importance of structured evaluation and constructive feedback in fostering academic development and improving educational outcomes.
Keywords: Educational Excellence, Administrative Practice, Pedagogy, Learning Assessment, Teaching Practices, Clarity, Discussion, Assessment, Feedback.
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