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Teachers' perception of classroom observation and its perceived effect on their performance / by Hadir S. Dugaduga.

By: Contributor(s): Material type: TextSeries: GS-MAED-AdmSp-ThDescription: xii, 75 leaves : ill. (some color.,) ; 28 cm. leavesContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • GS (MAED-AdmSp-Th) LG 221 D35 G73 A6 E38 A36 . 2026 D84
Online resources: Dissertation note: Summary: 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
List(s) this item appears in: Education (Major in Administration and Supervision 2025), Master of Arts
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Thesis Foundation University Library Thesis, Dissertation Non-fiction GS (MAED-AdmSp-Th) LG 221 D35 G73 A6 E38 A36 . 2026 D84 (Browse shelf(Opens below)) Link to resource Room Use Only 0232026007003004

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

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