000 03829nam a22004337a 4500
003 OSt
005 20260519160453.0
008 260519b |||||||| |||| 00| 0 eng d
040 _cFoundation University
_aFoundation University
_beng
_dFoundation University
050 _aGS (MAED-AdmSp-Th) LG 221 D35 G73
_bA6 E38 A36 . 2026 D84
100 _aDugaduga, Hadir S.
_97977
_eauthor.,
245 _aTeachers' perception of classroom observation and its perceived effect on their performance /
_cby Hadir S. Dugaduga.
260 _aDumaguete City :
_bFoundation University ,
_c2026.
264 _42026.
300 _axii, 75 leaves :
_bill. (some color.,) ;
_c28 cm.
_3thesis
_fleaves
336 _3rdacontent
_atext
_btxt
337 _3rdamedia
_aunmediated
_bn
338 _2rdacarrier
_3GS-MAED-AdmSp-Th
_avolume
_bnc
490 _aGS-MAED-AdmSp-Th
500 _aA study examining teachers’ perceptions of classroom observation and its influence on teaching performance.
502 _6Thesis graduate (Master of Arts in Education Major in Administration and Supervision) - - Foundation University, 2026.
504 _aIncludes bibliographical references and appendices.
520 _aAbstract 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
650 _aTeachers
_xRating of.
_912571
650 _aClassroom management.
_912572
650 _aEffective teaching.
_912573
650 _aTeacher evaluation.
_912574
650 _aEducational supervision
_912575
658 _aThesis Writing 2 (Pre/Final Oral Defense :
_bAdministration and Supervision, Master of Arts in Education ;
_cMA 101
690 _aTeachers' Perception,
_916366
690 _aClassroom Observation,
_916367
690 _a Results-based Performance Management System (RPMS),
_916368
690 _aTeaching Performance,
_916369
690 _aIndividual Performance Commitment and Review Form (IPCRF),
_916370
690 _aProfessional Development
_916371
710 _aFoundation University (Dumaguete City).
_bGraduate School,
_edegree granting institution.
_912576
856 _uhttps://drive.google.com/file/d/1iBkwhH4UVk8glC_cEt8OwsKGj1fbgSCp/view?usp=sharing
_yTeachers' Perception of Classroom Observation and Its Perceived Effect on Their Performance
942 _2lcc
_cTH
_n0
_hLG 221 D35 G73
_iA6 E38 A36 . 2026 D84
_kGS (MAED-AdmSp)
999 _c6055
_d6055