CLASSROOM OBSERVATION: EFFECTS ON THE QUALITY OF TEACHING AND LEARNING

This study examined the effectiveness and implications of classroom observation to the quality of teaching and learning as perceived by selected elementary school heads and teachers of Polillo District of Quezon Province. It gathered quantitative data followed by a collection and analysis of the qualitative data. There were 134 randomly selected teacher-respondents and 11 elementary school heads chosen purposively as key informants for public elementary schools. Weighted mean, t-test, and analysis of variance were used to analyze the quantitative data. District training program on the conduct of classroom observation based on RPMS-PPST Standards was prepared as an output. Results revealed that the teachers generally have very evident effectiveness in terms of content knowledge and performance, lesson implementation, and developing collaborative learning activities. They also seem not to perceive any issues or concerns regarding the classroom observation process as they seem to be neutral about it. However, it is recommended that the district should provide professional development and learning opportunities for teachers regarding enhancement of students’ critical thinking, problem solving, assessment and time management skills.