Classroom Observations and In-Service Training: their Significance to the Public Elementary School Teachers of the South District, Division of Lipa City

Abstract

INTRODUCTION

The possible factors behind the school's level of performance rest partly on the school heads' performance of administrative, management, and supervisory functions, along with the teachers' performance of instructional and many other functions. The quality of education depends on the quality of teaching and on the effectiveness and efficiency of the teachers. It is in this connection that the researcher decided to conduct a study on the significance of both classroom observations and in-service training programs to the public elementary school teachers of South District, Division of Lipa City. The researcher believes that the improvement in classroom observation and in-service training will be beneficial to the school heads, the teachers, the schools and the learners.

METHODS

The researcher used the descriptive method of research with the questionnaire as the main data gathering instrument. There were 142 teachers of the public elementary schools in South District, Division of Lipa City. The data gathered from these respondents were analyzed and interpreted through the use of Simple Percentage, Weighted Mean for their responses to the main research variables. T-test and correlation were used for statistically testing the research hypotheses.

RESULTS

There is a very strong linkage between the significance of classroom observations and in-service training programs to the teachers' level of improvement. Classroom observation is of great significance to the teachers' professional and personal growth and development. The public elementary schools, teachers manifested great improvement as an offshoot of classroom observations and in-service training. In-service training created conditions conducive to continuous professional development and improved teachers' skills and competence.

DISCUSSIONS

Classroom observations make teachers more dynamic, creative, responsive, reflective, smart and goal-oriented. It can be suggested that classroom observations be conducted more often, be guided by standard principles, be more purposive. In-service training provided them the opportunity to express ideas and communicate with others and provided a better understanding of changes and innovations in the educational system. Their mastery of subject matter and their application of more effective teaching strategies were enhanced and improved through the school heads’ conduct of classroom observations and through their attendance of in-service training.