Peers Assessments Along Professional Efficacy: Bases to Enhance Teaching-Learning Processes

Abstract

INTRODUCTION

The study focused on teachers' peer assessments on two measures: adequacy of instructional strategies and guidance concerns. The researcher explored and assessed the peer assessments of teachers and correlated them with profile variables.

METHODS

The descriptive method was employed with a checklist to gather data. Interviews and observations were utilized to confirm and validate the findings. Statistical treatment of data was confined to the frequency count, percentage distribution, analysis of variance employing Duncan's Multiple Range Test, and the Pearson r.

RESULTS

Based on the findings of the study, the following were drawn. The majority of the teachers assess their peers as having adequate and effective strategies. The majority of the teachers assess their peers' guidance concerns as extensive to very extensive. Teachers across age, gender, civil status, educational attainment, number of children, and number of years teaching do not differ in their peer assessments along with adequacy and extensiveness of strategies employed by their fellow teachers. No significant relationship exists between teachers' peer assessments along with adequacy and extensiveness of strategies employed by their fellow teachers and their colleague.

DISCUSSIONS

This study focused on peer assessments along with professional efficacy, bases to enhance teaching-learning processes. The finding led the researchers to lift the role and status of the teacher from passive to active teacher and assessor and involve teachers in critical reflection.