ABSTRACT
The qualitative study sought to understand teachers experiences using Classroom (COT)as input for the Results-Based Management System (RPMS) both during and after class supervision. Using phenological research design,the study gathered the data using an in-depth interview. The data collected wered analyzed using thematic analysis. Based on the results, the experiences of the teachers included increasing self-confidence, experiencing tension, developing self-motivation, enthusiasm, ethical and creative thinking, facing challenges with adjustment, learning new teaching trends, and growing self-confidence. The results also revealed that teachers encountered challenge such such as learner attention span, lack of financial assistance,lack of instructional materials and time constraints, lack of teaching strategies, and lack of visual aids. They were abble to manage challenges through developing positive behavior and managing time properly, doing things compassionately maintaining positive behavior, providing needs and self-determination, and developing self-confidence. The outcome of the study was the input for a Results-Based Management System (RPMS).
Keywords: Classroom Observation Tools, Supervision of Classes, (RPMS)
INTRODUCTION
Background of the study
A key factor in increasing the visibility of teaching and learning is classroom monitoring. It gives educators helpful, constructive criticism to help them enhance their teaching methods and classroom management.
In monitoring every classroom observation is necessary. As teachers progress through their career, observations are made, whether as part of routine administrative monitoring or supervision. The advantages of managing a classroom include providing a positive, critical framework for evaluating one's own work, developing skills, and increasing capacities. In the worst situation, they might induce fear and erode the subject's confidence. With methodical cycles of preparation, observation, and in-depth examination of real teaching performance, classroom observation can be used as a training method and support service for educators. This is because newcomers might not be familiar with the latest methods and strategies in the intricate aspects of teaching and learning (Barrogo, 2020).
The professional standards for educators comprise the K–12 teacher quality criterion, which encompasses the quality of teachers’ classroom performance. According to Asio and de Dios (2019), a teacher should have specific professional qualities. To assess these classroom activities and identify their areas of strength and improvement, a classroom observation instrument has been developed in accordance with the new set of professional standards.
The Department of Education reaffirmed the need of continuing all on-going class observations to assist guarantee that all students under its supervision receive an excellent foundational education. A teacher's performance can be enhanced in a number of ways through classroom observation. To achieve high-quality education, this is essential (Barrogo, 2020).
Experiences of teachers are essential to day-to-day activities. As educators, according to Budgos (2019), “we are all going through life transitions, and everyone handles his or her experiences differently. Fear, setbacks, stress, low self-esteem, feelings of dependability, incompleteness, and an inability to handle the circumstances in his or her everyday lives are the dangers.
The researcher wanted to explore the experiences of teachers on classroom observation tools (COT) as input for the Result-Based Performance Management System (RPMS) in Banate School District during the school year 2023-2024.
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