Classroom Observation and In-Service Trainings, Their Significance to The Public Elementary School Teachers of The South District, Division of Lipa City

Abstract

INTRODUCTION

The quality of teaching depends on the effectiveness and efficiency of the teachers who are deemed the most indispensable manpower needs of all educational institutions. One of the key reasons to provide systematic observations of a classroom is to improve instruction of teachers. Feedback provided from an evaluation can help a teacher become more aware of her strengths and weaknesses based on an outside perspective. Classroom observation can make educators more aware of how they behave in the classroom and of the needs of students in their classroom. Classroom observations can also be a guide for teachers so they can reflect on their own teaching practices such that they can learn from other more successful educators about their methods. Classroom observations allow educators and administrators to improve not only classrooms, but schools as a whole.

METHODS

The data was validated and administered to one hundred forty-two (142) teachers of public elementary schools. The data gathered from the respondents were analyzed and interpreted through the use of simple percentage for their profile and weighted mean for their responses to the main research variables as stated in the research problem.

RESULTS

Classroom observation and in-service training are of great significance to the teachers' professional and personal growth and development. On professional growth based on the teachers' assessment, they stated that motivating teachers to use varied instructional materials make teaching more meaningful to learners. On personal growth, the teachers are aware of their strengths and weaknesses. They also stated that constructive comments and helpful advices help them gain self-confidence.

DISCUSSIONS

School heads should make themselves visible in the classrooms not only for instructional supervision purposes but also to establish a stronger spirit of unity, cooperation, camaraderie and harmonious relationship among all school constituents. The school head should encourage all teachers to attend not only in-service training programs, but also international level seminars and trainings. Both school heads and teachers must maintain mutual respect, courtesy and professionalism. They should also have a healthy sense of humor to ease the conduct of classroom observation.