Authors :
Liezel Visitacion Patadilla-Naquines; Douglas A. Salazar
Volume/Issue :
Volume 7 - 2022, Issue 12 - December
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3vhprlU
DOI :
https://doi.org/10.5281/zenodo.7479059
Abstract :
:- This study aimed determine the perception of
the teachers’ and school administrators on the use of
standardized classroom observation tool. This study used
descriptive-correlation design with qualitative support in
gathering the data. Complete enumeration in choosing the
teachers and school administrators was done, however
only thirty school administrators and eighty-nine for the
teachers responded the questionnaire. An adopted and
modified questionnaire using parallelism technique on the
perception of teachers and school administrators was
used which was gathered through a survey using Google
forms sent via messenger apps to the teachers and school
administrators of Sultan Naga Dimaporo, Lanao del
Norte. Validity and reliability test of the questionnaire
was done beforehand. PSPP software and MS 365 were
used to analyze the data. Based on the factor analysis,
teachers’ and school administrators’ perception was
classified into clarity of purpose and usefulness in the
teaching and learning process. Results revealed teachers
and school administrators both have a high positive
perception on the use of standardized classroom
observation tool in terms of clarity of purpose, meanwhile
a positive perception in terms of its usefulness in the
teaching and learning process. Consequently, a no
significant difference was found between teachers and
school administrators’ perception on the use of
standardized classroom observation tool in terms of
clarity of purpose and usefulness in the teaching and
learning process. Moreover, students’ ability to
understand and have positive engagement in learning,
difficulty in achieving objectives and positive learning
outcomes, lack of awareness in the indicators, insufficient
instructional materials, observer’s preferences,
preparation, and the nature of the tool were the
challenges identified by the teachers and school
administrators. To cope with the mentioned challenges
the following strategies were both used by the teachers
and school administrators, such as time management,
peer tutoring, giving more technical assistance, constant
communication, self-learning, intensive training, and
workshop specifically on the use of ICT. The study
concluded that the standardized classroom observation
tool had empower them to reflect on their own teaching
and supervising and identify pedagogical needs and
initiate innovation for the benefit of the learners. It is
highly recommended that teachers and school
administrators discuss issues about required standards in
the performance of duties and be updated on what is
required of them by making this as one of the topics
during learning action cell sessions and in-service training
Keywords :
Perception, School Administrators, Teachers, Classroom Observation Tool
:- This study aimed determine the perception of
the teachers’ and school administrators on the use of
standardized classroom observation tool. This study used
descriptive-correlation design with qualitative support in
gathering the data. Complete enumeration in choosing the
teachers and school administrators was done, however
only thirty school administrators and eighty-nine for the
teachers responded the questionnaire. An adopted and
modified questionnaire using parallelism technique on the
perception of teachers and school administrators was
used which was gathered through a survey using Google
forms sent via messenger apps to the teachers and school
administrators of Sultan Naga Dimaporo, Lanao del
Norte. Validity and reliability test of the questionnaire
was done beforehand. PSPP software and MS 365 were
used to analyze the data. Based on the factor analysis,
teachers’ and school administrators’ perception was
classified into clarity of purpose and usefulness in the
teaching and learning process. Results revealed teachers
and school administrators both have a high positive
perception on the use of standardized classroom
observation tool in terms of clarity of purpose, meanwhile
a positive perception in terms of its usefulness in the
teaching and learning process. Consequently, a no
significant difference was found between teachers and
school administrators’ perception on the use of
standardized classroom observation tool in terms of
clarity of purpose and usefulness in the teaching and
learning process. Moreover, students’ ability to
understand and have positive engagement in learning,
difficulty in achieving objectives and positive learning
outcomes, lack of awareness in the indicators, insufficient
instructional materials, observer’s preferences,
preparation, and the nature of the tool were the
challenges identified by the teachers and school
administrators. To cope with the mentioned challenges
the following strategies were both used by the teachers
and school administrators, such as time management,
peer tutoring, giving more technical assistance, constant
communication, self-learning, intensive training, and
workshop specifically on the use of ICT. The study
concluded that the standardized classroom observation
tool had empower them to reflect on their own teaching
and supervising and identify pedagogical needs and
initiate innovation for the benefit of the learners. It is
highly recommended that teachers and school
administrators discuss issues about required standards in
the performance of duties and be updated on what is
required of them by making this as one of the topics
during learning action cell sessions and in-service training
Keywords :
Perception, School Administrators, Teachers, Classroom Observation Tool
