ABSTRACT
Effective teaching is very much possible when instructional supervisors like the principal is able to establish an environment where teachers feel comfortable and wiling to improve their teaching skills and provide the learners’ needs.
Through casual interviews, teachers resist to classroom observation and express a negative reaction towards it. In the Division of La Carlota City, there is no existing data to support this claim. It is on this premise that the researcher finds this study significant to conduct.
Effective ways to materialize and achieve goals
• coaching
• influencing
• assisting
Glickman et al. (2008) noted as cited by Rourke (2009) direct assistance - supervisory method to help teachers improve instruction.
‘personal’ and
‘ongoing’ contract
Research Questions
This study aimed to explore the perception of teachers towards classroom observations and the implications of their responses towards the improvement of instructional supervision. Specific questions are:
1. What are the perceptions of teachers towards classroom observations?
2. What are the perceived benefits of classroom observations?
3. What are the recommendations towards the improvement of classroom observations?
4. What plans and policies should be formulated to improve the implementation of classroom observations
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