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CHAPTER 1

Introduction of the Study

Chapter one consists of five parts: 1) Background of the Study, 2) Statement of

the Problem, 3) Significance of the Study, 4) Definition of Terms, and 5) Scope and

Delimitation of the Study.

Part one, Background of the Study, presents the introduction and rationale for the

choice of problem.

Part two, Statement of the Problem, states the general and specific problems or

questions that the researchers attempted to find answer.

Part three, Significance of the Study, cites who can benefit and the benefits that

may derived from the result of the study.

Part four, Definition of Terms, gives the conceptual and operational definition of

terms in the study.

Part five, Scope and Delimitation of the Study, sets the inclusive limits of the

study.
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Background of the Study

The educational system in every country encompasses quality education which is

an important aspect for its development. There have been efforts to raise the quality of

education to set high standards in the teaching and learning process in order to produce

globally competent learners across different fields. Curriculums are enhanced to allow

learners to become independent in learning, thus raising the standards to teachers as well.

Teachers are trained each year in order to increase their understanding on their field of

specialization and enhance their skills as teachers. With this, they are expected to be

competent in delivering their instruction and ensure that learners have a grasp on the

content and skills every subject areas provides.

In a school year, classroom observations are expected by teachers in order to

assess their performance in teaching. It has been constantly acknowledged as an effortful

task on the side of the teachers due to the preparation and nervousness that they feel

before and during classroom observations. The Department of Education (DepEd, 2012)

recognizes that teachers play a crucial rule in upgrading the quality of teaching and

learning processes. It is regarded that improving their performance through different

parameters is vital in achieving quality education. Classrooms mandated in the

Philippines Professional Standards for Teachers Result – Base Performance Management

System (PPST-RPMS) has become more objective and standardized, mostly used for

mentoring coaching performance review and evaluations that support the teachers’ on-

going professional development .Ensuring the teachers’ preparedness, as they should

know exactly what to prepare and what teaching behaviors are expected from them, in the

observation. Classroom observations are done with the guidance of the Head-Teachers,
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Master Teacher, and School Principal. It is conducted purposely to simplify the way to

meet the basic needs of teachers for professional growth and a structured tool to measure

teachers’ performance fairly without bias. Banking on teacher quality is an overwhelming

work but on a positive and rewarding continuum, keeping with improving teacher quality

is the need to upgrade assessment tool for teachers.

Classroom observation is a useful tool for educators to monitor their growth for

professional development that serves as the vehicle for true knowledge. This provides

teachers with constructive and critical feedback which aims to improve classroom

management performance and instructional techniques. Teachers would have healthy

relationship among their peers if the assessment is done effectively and efficiently. This

raised awareness with regards to teachers’ experiences during classroom observations.

This also establishes fundamental knowledge on the experiences of teachers and their

preparations during classroom observations as part of their professional growth.

Statement of the Problem

Classroom observation is given emphasis in the educational system to raise the

standard in the teaching and learning process intended towards professional development.

It is through experiential learning that the teachers are capable of reflections of their

teaching strategy working from experience. It is prompted to ‘uncover’ experiences and

to discover a new meaning for these experiences and the ‘preparation’ to put learning

from experience and reflection back into new experience.

Specifically, this study aimed to answer the following questions:

1. What are the preparations of teachers before classroom observation?

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2. What do teachers feel when they are observed by their department heads and school

heads?

Significance of the Study

The findings of this study are beneficial to the following:

Teachers. The result of the study reveals the experiences of the teachers towards

classroom observation which is vital for their professional development.

Students. The result of this study enables students to be aware of the purpose of

classroom observations on teachers during their class hour.

School Heads and Department Heads. The result of the study serves as a

foundation for the development of the teachers as well as to open doors for collaborations

in order to improve the development of the school in the field of education.

Future researchers. This study serves as a foundation to further enhance the

study through the recommendations provided by the researchers.

Definition of Terms

Classroom Observation- A formal or informal observation of teaching taking

place in the classroom (UK essays, 2019).

In this study, classroom observation is defined as an important tool for an

education policy in the form of quarterly assessments to ensure the quality of education.

Curriculum- It is defined as the courses that are taught by a school, college etc.

(Merriam Webster Dictionary, 2019).

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In this study, curriculum referred to a set standard mandated by the Department of

Education for the educational system to follow and guide accordingly.

Experiences- It is defined as the process of doing and seeing things and having

things happen to a person (Merriam Webster Dictionary, 2019).

In this study, experiences are defined as student experiences that occur in the

educational process, a planned sequence of introduction or to a view of student

experiences.

Feedback- A helpful information or criticism that is given to someone to say

what can be done to improve a performance, product, etc. (Merriam Webster Dictionary,

2019).

In this study, feedback is defined as the response or as information given.

Instructional Materials- Refers to the teaching/learning materials or any

collection of materials (UK essays, 2019).

In this study, Instructional Material is defined as animate and inanimate objects

and human and non-human resources that a teacher may use in teaching and learning

situations to achieve desired learning objects.

Learning Environment- It can be referred to an educational approach, cultural

context, or physical setting in which teaching and learning occur (HK, 2019).

In this study, learning environment defined as a place where learning takes place

such as a school or an institution.

Profession- A type of job that requires special education training, or skill

(Merriam Webster Dictionary, 2019).

In this study, it is defined as the people who work in a particular profession.

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Professional Development-Refers to learning to maintain professional

credentials such as academic degree to formal coursework, conferences and informal

learning opportunities situated in practice (UK essays, 2019).

In this study, Professional development defined as achieving success in a career

or in education.

Scope and Delimitation of the Study

The study was conducted to determine the experiences of Junior High School

teachers during classroom observations in Remedios E. Vilches – San Lorenzo National

High School. Specifically, these classroom observations are limited to their experiences

during the scheduled classroom observation conducted during the first and second quarter

of the school year 2019-2020. Moreover, the study aimed to acknowledge the

preparations of teachers before they are observed by their respective department and

school heads. This follows a qualitative research approach which involves the use of an

open but semi- constructive interview. In this study, qualitative data are gathered from

the participants who reflect their experiences towards scheduled classroom observations.
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CHAPTER 2

Review of Related Literature

This chapter is divided into four parts: 1) Result-Based Performance System, 2)

Teachers as Effective Instructional Medium, 3) Teachers Individual Performance

Commitment Review Form, and 4) Summary

Part one, Result-Based Performance System, discusses about the management

strategy by which an organization contributes to the achievement of the desired results.

Part two, Teachers as Effective Instructional Medium, discusses the ability to

understand the individual strengths and weaknesses of every teacher in the classroom.

Part three, Teachers Individual Performance Commitment Review Form, shows

where an individual performance is being measured which the teacher has to do for the

whole school year.

Part four, Summary, provides a general discussion of the important ideas

highlighted in every topic of the literature review.

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Result-Based Performance System

Result-Based Performance System (RBPS) is conducted for phrase projects on the

development of the manual for teachers and school heads to help the understanding of the

tools and the different processes of assessment within the various cycles of RPMS. It

guides the teachers through the bases in preparing, organizing, and completing

portfolios/RPMS and guide local teachers through critical reflection of their practices for

their improvement. According to Afaro and Antawi (2012), the academic libraries have a

performance system comprising setting of goals, feedback, participation and incentive for

performance.

Result-Based Performance System is the result of the focus group workshop

between March and April (2015) across in region. According to Iqbal et al. (2012),

performance management is to identify key themes where employees are more uncertain.

Under the circumstances, it is worthwhile to look into the ways by which they can be

motivated to work under hard conditions.

RBMS is an organization wide process to ensure that employees focus and work

efforts towards achieving DepEd’s vision, mission and values (VMV), a system approach

for continuous and consistent work improvement and individual growth. It is an

integrated tool that serves a single performance management monitoring and

measurement system for the Philippine National Government agencies and ensures

DepEd that work efforts will focus toward achieving its vision, mission, values, and

strategic priorities toward the delivery of quality educational services to Filipino learners.

The alignments of the RBPM with the Philippine Professional standards for

Teachers led to the development of new results. This manual provides information and
 9

guidance to teachers and school heads in the performance assessment process. For

teachers, the manual guides them through the basics in preparing and completing RPMS

documents. It describes the appropriate tools to assess performance and explains the

different assessments phases for teachers. It also introduces the concept of annotations to

guide. Teachers must practice reflection of their practices for their continuous

improvement.

For school heads and other raters, this manual contains all the information needed

to assess teacher performance. It provides a detailed reference to help the understanding

of the tools and the different phases of assessment within the various cycles of RBMS,

ensuring the mechanisms are in place to support teachers’ performance.

Teachers as Effective Instructional Medium

Teachers as effective instructional medium relate with different people in

school and in the process redefined their role as teachers in the context of today’s society.

Multiple and conflicting expectations of different social groups arouses within school as a

result of the ever changing society. The reflection of their stories disclose that teachers

are trapped by their role “to teach” which prevents them by addressing compounded

roles, delineated by parents, students, and administration.

The teachers are one of the most important school-based performance and

resources in determining future academic success and lifetime outcomes. The teachers’

quality has been explored including experience, professional knowledge and opportunity

to learn (2014).
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The three main categories of teachers’ effectiveness are namely; teachers’

experience, teachers’ knowledge and teachers’ behaviour.

International studies. Good teaching is probably the most critical part of a solid

education. The critical importance of teaching in the delivering of quality education is

acknowledged by educators, practitioners, ministers of education, teacher unions, and

society at large. The way teachers are recruited, trained and deployed across schools play

a key role in learning outcomes and in reducing inequalities. A high quality teacher

education is critical importance for the quality and relevance of education at all levels,

and to the high status of the teaching profession itself.

However, one of the main challenges affecting access to and quality of education

is the quality and shortage of teachers worldwide. In 2007 there are still at least 72

million children who are missing out on their right to education. This means that in the

next five years much investment in education in developing countries is needed to train

the 1.9 million new teachers that are required to reach the millennium goal of Universal

Primary Education (UPE).

The problem is not just low teaching work force but also poor teacher morale and

insufficient training. All over the world, enrolment expansion at primary and secondary

levels has taken place or is taking by recruiting large numbers of partially trained or even

untrained teachers. Many teachers are forced to take on extra jobs to supplement their

salaries. Many trained teachers leave the professional because of low salaries and

unfavorable conditions such as large class size, lack of housing and even food security,

and lack of safety in schools, especially for women teachers. Developed countries are
 11

facing a similar problem of having to recruit train and retrain large numbers of teachers

after existing ones retire.

Local study. Teaching brings about understanding; it involves a teacher, a

learner and a subject matter and teaching learning, the teacher engaging in certain

activities such as talking, demonstration, and give instruction. All these are the various

strategies to bring out about learning. Effective teaching in secondary schools should

emphasize the use of activity oriented method and instructional strategies that will make

students achieve their learning objective (Adediran, 2014).

Teachers Individual Performance Commitment Review Form

A review of the Bagumbayan District of Sultan Kudarat states that the teachers’

level of teaching performance based on 2017-2018 Individual Performance Commitment

and Review Form (IPCRF) indicators were correlated to the learner’s academic

achievement based on the learner’s academic performance in their school promotional

report. Responses were saturated, stating that the IPCRF is an effective tool in assessing

teachers’ teaching performance that relatively composed of key result areas the teaching

and learning process, pupils’ outcome, community involvement and professional growth

development. This is a benchmark for teachers to identify their strengths and weaknesses,

thus making room for improvement.

According to Ramos, (2012) “commitment is part of teachers’ affective or

emotional reaction to their experience in school setting”. It can be seen to be part of a

learned behaviour or attitude associated with the professional behaviour of teachers.

From these affective reactions to the school setting, teachers make decisions about their
 12

level of willingness to personally invest to that particular setting, or particular group of

students”.

A committed teacher is perceived to be one who stays with the organization even

in turbulent times, attends work regularly, and protects the department’s vision and

mission (Ramos, 2012). Teachers’ commitment is a great aspect in achieving the

curriculum exists of the school, from the four corners of the classroom up to the general

vision and mission of the Department of Education to make everything achievable in a

period of time.

Allen (2013) added that commitment is part of a teachers’ effective for emotional

reaction to their experience in a school settings. It can be seen to be a part of a learn

behaviour or attitude associated by the professional behaviour of teachers. In every

corner of social media, it is very useful to read blogs and comments on how a system eats

them, from classroom teacher becoming a clerk inside the room. These experiences bring

about a change that makes the teachers’ burden and unenthusiastic to continue being

committed and passionate teachers.

On the other hand, teachers feel the demands of teaching to be significant,

requiring great personal investment and view, as it is a job that can take over your life

(Quirod, 2013). Teachers often limit their commitment and their engagement with the

school, as a means of survival. In some cases, they choose to live the profession

altogether. For these reasons, teacher commitment has been found to be a critical

predictor of teachers’ work performance, absenteeism, burn out I turn over, as well as

having an important influence on students achievement and attitudes towards school. This
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is why; teachers need motivation and inspiration in teaching. If teachers are not

committed in delivering instructions then learning is stagnant and inferior.

Summary

The research literature suggests that the most reliable way to achieve

professionalism where teachers are continually adapting and refining their skills and

methods. Improving the quality of teaching is critical to student success. It is recently

studied that educational administrators have begun to take seriously the importance of

systematically evaluating teacher performance. One approach to teacher evaluation is to

use highly structured classroom observations as a means of providing teachers with the

feedback they need to improve classroom observation has long standing rule in pre-

service preparation and continuing professional development of teachers. Hence, it has

largely been used formatively to provide feedback on performance or to model alternative

teaching approaches. However, it has been increasingly appropriated as a policy tool that

seeks to combine its original formative purposive with a new focus on accountability.
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CHAPTER 3

Methodology

This chapter includes the following parts: 1) Research Design, 2) Respondent and

Research Locale, 3) Data Gathering Instrument, and 4) Data Collection Method.

Part one, Research Design, describes the nature and purpose of the study,

identifies and explains the research design.

Part two, Respondent and Research Locale, tells and describes the subject and the

research cite or place.

Part three, Data Gathering Instrument, presents the instrument used in gathering

the data.

Part four, Data Collection Method, describe the procedure followed by the

researcher in conducting a research study.

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Research Design

This study made use of a Qualitative research design using a phenomenological

approach wherein it focuses on the experiences of teachers’ during classroom

observation. This study sought to understand what teachers’ feel when they are observed

by their school heads or department heads and their preparations before the schedule of

their classroom observation. This study allowed gathering feedback from an objective

perspective and understanding context specific discussions.

Respondents and Research Locale

The researchers explored the experiences of teachers on classroom observation.

Identified Junior High School Teachers with experience of 3(three) classroom

observation in the S.Y 2019-2020 and have 3 years of teaching experience in a public

secondary school were purposefully selected. Experience is necessary, although not

sufficient, condition for developing teachers’ expertise. They are purposively selected

using random sampling and their availability was considered by the researchers. Ten (10)

Junior High School teachers across different learning areas from the rural school district

of San Lorenzo specifically, at Remedios E. Vilches- San Lorenzo National High School

were selected.

This study was conducted at Brgy. Suclaran, San Lorenzo, Guimaras specifically

at Remedios E. Vilches- San Lorenzo National High School- District of San Lorenzo

North, Division of Guimaras, Philippines. This rural municipality is geographically

located at the Eastern part of the Island bounded by for municipalities of Buenavista,

Jordan, Nueva Valencia, and Sibunag.

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Data Gathering Instrument

Semi-structured and open-ended questionnaire were developed to gather data

identified for the study. Since, the researchers would like to determine the experiences on

classroom observation, affective questions were asked to bring out their perspective and

experiences regarding the study. Pen and paper were used for note taking of the important

details.

Data Collection Method

Prior to conduct of the study, the researchers asked permission to the respondents

to conduct the study. The researchers purposely selected ten (10) Junior High School

Teachers as the respondents. The respondents were asked to take part of the study

voluntarily and were invited to answer questions during their free time. A letter of

consent was presented to the respondents with regards to the term and condition of the

researchers study. Series of questions were asked by the researchers with the use of an

open-ended questionnaire.
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CHAPTER 4

Results and Discussions

This chapter presents the results and discussions of the study.

Research Question 1: What are the preparations of teacher before classroom

observation?

Preparation of Teachers

Before the classroom observation, the teachers need to prepare themselves and

the things that needed in the observation such as lesson plan, learning materials,

worksheets and visual aids.

As stated by one of the respondents:

“I need to prepare myself for the possible lesson to discuss the next day. As part

of the said presentation lesson plan should be studied and prepared, instructional

materials to use and the physical appearance of the classroom.”

It was agreed by another respondent stating the following idea below:

“Materials to be used in lesson, aid for discussion, lesson plan, learning materials

and for student activity.”

To prepare in discussion, one needs to familiarize their roles and responsibilities.

They must have an organized detailed lesson plan and all learning materials needed (Cox,

2019). Through these preparations, teachers will be ready when observation is conducted.
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Teachers’ Expectation

Teachers are being observed and expected to give feedbacking, suggestion and

recommendations that are suited to the improvement of their professional development

from their school head, head teachers, and master teachers.

As stated by one of the respondents:

"She will help me to improve my teaching strategies and classroom management."

It was agreed by another respondent stating the following idea below:

"After observation they should provide feedback and give interpretation on the

weak side. Give more suggestion and recommendation."

Teachers evaluation is conducted to ensures teachers quality and to promote

professional learning with the goal of improving future performance (Danielson, 2010).

In teacher’s evaluations, it involves understanding and agreeing on the inputs. These

overviews provide information about teacher evaluation as it relates to collecting

information about teachers and using it to improve student outcomes (Sanchuk, 2015).

This expectation helps teachers in developing their inner strength as a professional and

gaining more respect for physical education.

Research Question 2: What do teachers feel when they are observed by their

department heads and school heads?

Anxious and Nervous

Being observed in the classroom can rattle any teachers' nerve. The feeling of

uncomfortable and nervousness may arouse of teachers observation which serves as

vehicles for their professional growth rather than performance evaluations. Confidence is
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boosted as the observation continuous. They must be motivated for them to grow in the

field of education.

As stated by one of the respondents:

"People are abnormal when they don't feel any nervous feeling from the start, if

somebody observed them especially the persons in higher authority."

It was agreed by another respondent stating:

"I feel anxious by the first minutes of observation but gain school and confidence

as the class continue until it is done."

Anxiousness and nervous feeling is a prevalent force in the lives of many people

and those who are working in the field of education are no exception (Tum, 2014).

Expectations before, during, and after a presentation are expected by teachers for there is

a standard that is set and must be achieved. The doubt to achieve these expectations

makes them worry of the possible outcome that they may get.
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CHAPTER 5

Conclusions and Recommendations

Chapter five is composed of two parts: 1) Conclusions, and 2) Recommendations.

Part One, Conclusions, presents the significance that emerged

from the analysis of the results.

Part Two, Recommendations, advances suggestions and further proposals

based on the findings of the study.

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Conclusion

There have been efforts to raise the quality of education to set high standards in

the teaching and learning process in order to produce globally competent learners across

different fields. Classroom observations are expected in teachers in order to assess their

performance in teaching classroom as mandated in the Philippines. The Professional

Standards for Teachers Result- based Performance Management System (PPST-RPMS)

is a tool which aims to evaluate teachers for ongoing professional development. Teachers

need to prepare visual aids such as powerpoint presentation, lesson plan, instructional

materials and worksheets when they are observed by their department heads and school

heads. They feel anxious and nervous before the classroom observation, but gains

confidence when the class continues. The preparations that were mention are the

materials needed to define the roles in the context of today’s’ society. Methods of

teachers and the observation to perform the classroom observation play a significant role

in developing their performances in the field of education. Those feeling are prevalent

force that needs in the lives of many people, especially those who are working. There is

no exception of them. In order for teachers to be confident and improve their skills, they

must be proud of themselves as it develops their professional and personal growth in

teaching fields.

Recommendations

Based on the findings and conclusion found in this study, the researchers made

the following observation:

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1. A professional teacher must be confident since the classroom observation. They

must be proud as it develops their skills and their professional and personal

growth in the field of teaching.

2. The Department of Education should focus on developing teachers to be ready in

their classroom instruction especially when preparing their classroom observation.

It is their primary role to develop teachers to be more competent and the same

time lessening their burden inside the classroom.

3. The school head and department heads will use these findings of this study,

development if the teachers are for collaboration, in order to improve the

developing of teaching and learning processes of the school in the field of

education. They should evaluate in an objective way as mandated by Department

of Education (DepEd).

4. Future researchers must do further research to discover and know more about

perception of teacher on classroom observation to have prior knowledge and

information.
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List of References

Cher, L. (2019). Classroom Observations Tools. Retrieved from https://depedclub

.com/classroom_observation_tools_cot_teachers_tools_online/.

Coeffield.F. (2012). Why the Mckinsey Reports Will not Improve School Systems. Journal
of education policy, 27(131-149) Retrieved from https://org/10.1080/02680939 .
2011.623243.

Halpin, P. & Kieffer, M. (2015). Describing Profiles of Instructional Practice: A New

Approach to Analyzing the Classroom Observation, 44, 263-277. Retrieved from
https://doi.org/10.3102/0013189×1550804.

Malipot.M.H. (2018). DepEd Says Observing Teachers at Classes Assures Quality

Education. Retrieved from https://news.ab.com.ph/2018/09/25./December,2019.
depEd_ says_observing _teachers_at_classeusures_quality_education/.

O’ Leary, M. (2016). Can Inspectors Really Improves the quality of teaching in the PCR
Sector Classroom Observation Inside the Microscope. (191-198) Retrieved from
https://doi.org/10.1080/13596740600768984.

O’Leary, M. (2012). Classroom Observation. Retrieved from https://www.eaglesarry

.org/classroom_observation/ on December 2019.

O’ Leary, M. (2012). Exploring the Role of Lesson Observation in the English Education
System a Review of Methods, Models and Meaning Professional, 38, 791-810.
Retrieved from https:// 110.1080/19415257.2012.693119.

Ramos, A. (2012). Retrieved from https://www.google.com.ph.askmeHow 1=-gws-wiz-

serp.3…16436.74703.75763…32.0..03.1739.33765.1j0j11j24j6j10j9j1j3……
0….1……..0j0122130j0122il0130j0i13j33i22i29i30j331160j33i21joi13i30j0i8i7
3i30.CGROtNaGNqw on January, 2020.

Schoenfeld, A. (2014). What Makes for Powerful Classrooms and How Can We Support
Teachers in Creating Them?. A story of research and practice productively, 43,
404-412. Retrieved from http://doi.org/10.3102/0013189x14554450.

Schoenfeld. A. H. (2013). Classroom Observation in Theory and Practice. Retrieved

from https://www.researchgate.net/publication/257762370_classroom_
observation_in_ theory_and_practice.
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List of Appendices
 25

Appendix A. Letter of Consent Addressed to the Respondents

February 18, 2020

Dear respondents:

Greetings!

We are the researchers from Grade 11 Sampaguita who are enrolled in Science,
Technology, Engineering, and Mathematics (STEM). Presently, we are conducting a
qualitative research study entitled “Teachers’ Perspective on Classroom Observation”.

In line with this, we are asking for your precious time and effort to answer all the
questions in the questionnaire. Rest assured that all data gathered to be collected will kept
in the highest level of confidentiality. Your active participation is highly essential for the
completion of our research study.

Your positive response in this request will be highly appreciated. Thank you very much
for your cooperation.

Respectfully yours,

SGD. KAYZE REA L. APRUEBO

Researcher

SGD. ROMEL ENERIDO

Researcher

SGD. LOUVILLE T. GANEA

Researcher

SGD. ANIELYN H. TABUGO

Researcher

Noted:

SGD. LEAH CARLA C. LEBRILLA

Research Adviser