Teachers and School Administrators’ Perception on the Use of Standardardized Classroom Observation Tool


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

:- 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

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