Clasclassroom Observation as Correlates to the Teaching Performance of Teachers in Nasugbu West Central School, Nasugbu, Batangas

Abstract

INTRODUCTION

The concerns about instructional supervision must be given attention, especially on evaluating teaching-learning conditions that affect teaching performance. Classroom observation involves all efforts of school officials by providing leadership to teachers and other educational workers in the improvement of instruction. It is the stimulations of professional growth and development of teachers, the revision of educational objectives, instructional materials and teaching methods and the evaluation of instruction. In public schools, the classroom observation is often exercised by the master teachers with the cooperation of the principal. They monitored teachers in their assigned grade level every quarter and this is the basis for RPMS requirements. The checklist in the observation form was done by the master teacher on the time allowed for them. The fact that observation is a basis for teachers' performance, problems still exist. This study was to assess the classroom observation as correlates to the teaching performance of teachers in Nasugbu West Central School.

METHODS

The researcher used the descriptive-quantitative method. It sought to assess the classroom observation in terms of delivery of teaching, the relationship of teachers, observers and problems encountered during observation. There were fifty teachers and the information gathered was tallied, interpreted, and summarized and a proposed action plan was recommended.

RESULTS

The study reveals that most of the respondents were young, in age, new in the service, and very satisfactory in their performance rating. Teachers agreed that the delivery of teaching and teacher-observer relations were an integral part of classroom observation. There was a significant relationship between classroom observation and performance of teachers.

DISCUSSIONS

Classroom Observation should focus on learning situation, not merely the teacher performances, whether they are young or old, master teachers or teacher I-III and young or old in the service. It should be a concrete basis for improvement and the observer should be considerate for the learner's performance as well to the teachers using process classroom observation. The teachers will follow the guidelines in the PST for classroom observation to their performance in their IPCRF. Teachers should be encouraged to be positive in the observation and outcomes of their teaching performance.