The study aimed at the influence of constructive feedback on teacher job satisfaction in Rwamwanja refugee settlement primary schools in kamwenge district. A mixed methods research design was employed to comprehensively examine the influence of constructive feedback on teacher job satisfaction in Rwamwanja refugee settlement primary schools. Firstly, quantitative data was collected through a survey distributed to 108 primary school teachers across 8 schools randomly selected from within the settlement. The survey utilized a 5-point Likert scale to measure teachers' perceptions of feedback frequency, quality, and impact on motivation. Concurrently, annual teacher attrition rates from 2015 to 2019 were obtained from school records to evaluate changes over time. Subsequently, descriptive statistics were computed to explore patterns in survey responses, while repeated measures ANOVA tested for associations between feedback aspects and attrition. From the findings, the Test Value was 0, the t-statistics was 77.467, with PV=0.000 with mean 3.10741 at Confidence interval difference 95%. This implied that Professional development and Teacher Job satisfaction has a mean significantly different from 0, with mean difference 3.10741. The extremely low P-value (0.000) indicated high significant statistical significance and the 95% confidence interval is relatively narrow, suggesting a high level of confidence in the result. School administrators should strengthen goal setting practices by clearly communicating distinct, measurable professional development goals to all teachers. This will require enhancing transparency around the goal communication process and addressing the concerns of dissenting teachers. Collaborating closely with educators to establish goals aligned with school objectives would boost involvement and shared understanding.