Teachers' perception of classroom observation and its perceived effect on their performance /
by Hadir S. Dugaduga.
- Dumaguete City : Foundation University , 2026.
- xii, 75 leaves : ill. (some color.,) ; 28 cm. leaves
- GS-MAED-AdmSp-Th .
A study examining teachers’ perceptions of classroom observation and its influence on teaching performance.
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