A study examining teachers’ perceptions of classroom observation and its influence on teaching performance.

Thesis graduate (Master of Arts in Education Major in Administration and Supervision) - - Foundation University, 2026.

Includes bibliographical references and appendices.

Abstract
The study examined the teachers' perceptions of classroom observation and its effects on the teaching performance based on the Individual Performance
Commitment and Review Form (IPCRF). It employed a descriptive-correlational
survey design involving 157 grades one to six teachers from the Gir lan and
Samboan Districts, Division of Cebu. Data were collected through
questionnaire and analyzed using weighted mean, standard
tandardized
ation, Spearman's
Rank-Order Correlation, Mann-Whitney U Test, and Krus Wallis Test. The results
showed that the teachers held highly positive perc ons of classroom observation
feedback effectiveness. Challenges
સમય
in terms of its value, expectations, attitudes,
were rated moderate, with subjectivity identified as the main concern. Most teachers
received "Very Satisfactory" IPCRF tings, while some were rated "Outstanding". No
significant relationship was
between the teachers' perceptions and their
performance ratings. The lifferences were not significant when grouped by sex but
were significant
years of
grouped according to the number of trainings attended and experience. The findings suggest that classroom observation
primarily supports professional development rather than directly influencing performance outcomes.
Keywords: Teachers' Perception, Classroom Observation, Results-based Performance Management System (RPMS), Teaching Performance, Individual Performance Commitment and Review Form (IPCRF), Professional Development