ANALYSIS OF CRISS (CRITERION-REFERENCED INSTRUCTIONAL SUPERVISION SCHEME) AND STAR (SITUATION, TASK, ACTION, RESULTS) AS COMPONENTS OF CLINICAL SUPERVISION ON CLASSROOM INSTRUCTION AND ITS IMPLICATION TO THE TEACHING-LEARNING PROCESS

This study aimed to analyze CRISS (Criterion-Referenced Instructional Supervision Scheme) and STAR (Situation, Task, Action, Results) as components of clinical supervision in classroom instruction and its implication to the teaching-learning process in the districts of Burdeos and Polillo. The respondents of this study were composed of 45 observer-respondents and 90 observee-respondents who were 45 primary teachers and 45 intermediate teachers from Burdeos and Polillo Districts. The study made use of descriptive method type of research to identify the perceptions of classroom observers about CRISS and STAR in terms of criteria and procedures, observed influence of the feedback generated from CRISS and STAR on the learning achievements of the pupils and teaching performance of the teachers, teachers’ attitude toward CRISS and STAR and to find out the significant relationship between the demographic profile of the classroom observers and their perception on CRISS and STAR. The survey questionnaire was the main data gathering instrument of the study wherein the figures collected were analyzed through percentage, weighted average, standard deviation, and Pearson r. The findings revealed that observers perceive CRISS’ criteria as suitable for any group of learners while STAR’s criteria give emphasis to every aspect of teaching episode. In terms of procedures, observers identified that both observation tools make known beforehand the purpose of the observation. In addition, the data indicate that CRISS and STAR are both influential on the learning achievements of the pupils and teaching performance of the teachers. Likewise, teacher respondents have positive attitude towards CRISS and STAR. However, it was revealed that there is a significant relationship between the length of service of the classroom observers and their perception of STAR's procedure. Recommendations of the study can help for the betterment of the utilization of observation tools in improving classroom instruction in the process of clinical supervision.