Authors : Liezl A. Villegas

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/a4rp22dv

Scribd : https://tinyurl.com/muay892r

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY1961

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research investigates the relationship between the Evaluation System and the Professional Growth of Teachers in Basic Education. The study employed a descriptive correlational research design, utilizing a structured survey questionnaire to comprehensively explore this dynamic interaction. Findings from the Extent of Evaluation System Indicators reveal positive perceptions among teachers regarding Clarity and Transparency, Fairness and Equity, and Relevance and Utility within the Evaluation System. These favorable indicators set the stage for further exploration into their impact on professional growth. The Extent of Professional Growth Indicators underscores a collective commitment to ongoing development and collaboration among teachers, establishing a vibrant culture of continuous improvement. Correlation Analysis demonstrates a significant and positive relationship (R: 0.533, p<0.05) between the Evaluation System and Professional Growth, affirming the pivotal role of the Evaluation System in shaping educators' continuous development. The Multiple Linear Regression Model identifies Clarity and Transparency, Fairness and Equity, and Relevance and Utility as significant predictors, collectively contributing to 39.3 percent of the variances in Professional Growth. These results suggest that a well- crafted and supportive Evaluation System, particularly focusing on these indicators, significantly influences and enhances the Professional Growth of Teachers in Basic Education.

Keywords : Teacher Evaluation, Professional Growth, Education Policy, Evaluation System Continuous Professional Development.

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