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Journal articles on the topic 'Teachers' classroom observation performance'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Diabo, Norfidha. "Information and Communication Technology (ICT) Integration its Correlates to Teachers' Classroom Observation Performance." Psychology and Education: A Multidisciplinary Journal 26, no. 6 (2024): 581–96. https://doi.org/10.5281/zenodo.13929749.

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This study's primary goal was to ascertain and evaluate how Public School Teachers in Matungao District, Division of Lanao del Norte, integrated Information Technology and Communication (ICT) into their instruction for the School Year 2023-2024. The following issues were meant to be addressed: the respondents' profile; the teachers' use of ICT in the classroom as an observation tool; and the teachers' integration of ICT in terms of computer literacy, administrative assistance, and ICT use in teaching and learning. To investigate the connections between ICT integration and teachers' performance

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2

Reños, Grecilyn, and Pepa Pontillas. "Classroom Observation and Teachers’ Professional Development Activities: Basis for Intervention Plan." American Journal of Arts and Human Science 3, no. 3 (2024): 71–93. http://dx.doi.org/10.54536/ajahs.v3i3.3077.

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Classroom observations systematically measure teachers’ performance, offering an effective professional development method. This study examines teachers’ perceptions of classroom observation and its impact on their professional growth. It evaluates the extent of classroom observation and its relationship with professional development during pre-observation, actual observation, and post-observation phases. The study involved 376 elementary teachers from Manolo Fortich District II and III, Division of Bukidnon, using a tool adapted from DepEd, COT (RPMS) for Teacher I-III. A mixed-method researc

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Pantaleon, John Joewil. "Effects of Virtual Classroom Observation on the Work Performance of Teachers in Public Secondary Schools in Teresa Sub-Office." Psychology and Education: A Multidisciplinary Journal 37, no. 2 (2025): 106–14. https://doi.org/10.70838/pemj.370201.

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The study aimed to determine the effects of virtual classroom observation on the work performance of teachers in public secondary schools in the Teresa Sub-Office, Division of Rizal during the School Year 2021-2022. Descriptive survey research design was employed in the study utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data. Findings revealed virtual classroom observation affects the performance of teachers to a High Extent with respect to instructional skills, classroom management, utilization of instructional materials, and evaluation techniques. Tea

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Opere, William Odoyo, Gor Ochieng Peter Dr., and Odhiambo Wawa Tom. "Relationship between Teacher Classroom Observation and Student Academic Performance in KCSE in Public Secondary Schools in Rongo Sub- County, Kenya." International Journal of Case Studies (ISSN Online 2305-509X) 08, no. 12 (2019): 16–23. https://doi.org/10.5281/zenodo.4886324.

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The purpose of this study was to investigate the effects of external instructional supervision on students' academic performance in KCSE in public secondary schools in Rongo Sub-County, Kenya. Specifically, the study aimed at achieving one objective viz: Determine the influence teacher classroom observation on students' academic performance in KCSE in public secondary schools in Rongo Sub-County. A descriptive survey design was adopted for this study. The target population comprised of 309 teachers from 16 public secondary schools in Rongo Sub-County. The sample size therefore consiste

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He, Siyuan, Sixian He, and Xin Gao. "Innovative Practice of Multimusic Performance Culture Education of Core Literacy in Multimedia Environment." Journal of Environmental and Public Health 2022 (July 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/9440849.

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Under the framework of disciplinary knowledge integrating technology, the multimedia teaching application of music performance attracts a major opportunity for reflection and reconstruction. The purpose of this study is to explore the laws and experiences of music performance teachers’ multimedia teaching applications under the framework of subject teaching knowledge integrating technology. Through the research to understand the classroom multimedia teaching application of music performance teachers, according to the research results, relevant strategies are put forward for the application of

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Poulou, Maria S., Linda A. Reddy, Christopher M. Dudek та Adam J. Lekwa. "Ηow Teachers’ Instructional and Behavior Management Practices Relate to Students’ Emotional and Behavioral Difficulties Following Teachers’ Observations and Performance Feedback: An Initial Study of Greek Classrooms". European Journal of Psychology and Educational Research 7, № 4 (2024): 207. https://doi.org/10.12973/ejper.7.4.207.

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Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students’ at risk for emotional and behavioral difficulties. Although ample bodies of evidence-based instructional and behavior management practices exist, teachers have expressed difficulties implementing these practices into their daily classroom praxis. One method for supporting teachers’ practice implementation is through ongoing classroom obs

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Tarusha, Florinda, and Jonida Bushi. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. http://dx.doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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Florinda, Tarusha, and Bushi Jonida. "The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 718–23. https://doi.org/10.59324/ejtas.2024.2(2).63.

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Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professi

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9

Lawson, Janelle E., and Rebecca A. Cruz. "Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (2017): 263–76. http://dx.doi.org/10.1177/0888406417718250.

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Classroom observations are an integral component of teacher evaluation systems, but little is known about who is best qualified to observe and evaluate special educators, who have a specialized skillset, and whether observation instruments adequately reflect their instructional practices. In this study, 19 special education teachers in California and Idaho each contributed three video-recorded classroom lessons. Using rubric items designed to reflect efficacious instructional practices for teaching students with disabilities, school administrators and peers scored the teachers’ lessons. Rater

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10

Salise, Sherlito D., Elijah L. Sales, and Katrina A. Belgira. "Classroom Performance and Ancillary Functions Among Secondary School Teachers in the Third District of Bohol." University of Bohol Multidisciplinary Research Journal 9, no. 1 (2021): 57–85. http://dx.doi.org/10.15631/ubmrj.v9i1.133.

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Classroom performance is measured through classroom observation, both announced and unannounced. Ancillary functions are additional responsibilities other than the mandated teaching load mandated by the department manual. The study looked into classroom performance and ancillary functions among secondary school teachers in the 3rd district of Bohol. It also determined if a correlation exists between the two variables. It utilized the descriptive-normative method with a survey tool to gather data from administrators, coordinators, and faculty among selected secondary public and private schools

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King, Christine M., and John M. Dunn. "Classroom Teachers’ Accuracy in Observing Students’ Motor Performance." Adapted Physical Activity Quarterly 6, no. 1 (1989): 52–57. http://dx.doi.org/10.1123/apaq.6.1.52.

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The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P&lt

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Sáez-Lantaño, Alejandra, and Alejandra Nocetti-de-la-Barra. "Teachers´ Reflective Experience Through Classroom Video Observation." European Journal of Educational Research 12, no. 4 (2023): 1755–66. http://dx.doi.org/10.12973/eu-jer.12.4.1755.

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<p style="text-align: justify;">During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of te

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Munawar, Sumaira, Khadija Sittar, Gulshan Fatima Alvi, and Iqbal Hussain. "IMPACT OF CLASSROOM OBSERVATION TOOL (COT) ON PERFORMANCE OF PRIMARY SCHOOL TEACHERS." Journal of Arts & Social Sciences 10, no. 2 (2023): 92–97. http://dx.doi.org/10.46662/jass.v10i2.392.

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The main aim of the study was to identify the Effect of Classroom Observation Tool (COT) on Teachers Performance. The main objectives of the study were to find the difference in Classroom Observation Tool (COT) on teachers’ performance regarding demographic variable (gender, qualification, experience). Data was collected through survey method and study was quantitative in nature. The population of the study were consisted all public elementary Schools in district Nankana Sahib. From total population of District Nankana Sahib Tehsil Sangla Hill and further Male Elementary Education Wing was sel

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Joan, R. Academia, A. Cortez Ernalyn, Grace A. Dasalla Ayrne, Lopez Florence, and C. Tabura Ronethe. "Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3134–40. https://doi.org/10.5281/zenodo.12671456.

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This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employ

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Caratiquit, Kevin, and Reynel Pablo. "Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education." Journal of Social, Humanity, and Education 1, no. 4 (2021): 281–96. http://dx.doi.org/10.35912/jshe.v1i4.721.

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Abstract Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in preparing the new normal classroom observation. Results: Tea

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Carme, Maria, Jordi Coiduras, David Aguilar, and Àngel Blanch. "Evaluation of Preservice Teachers’ Performance in School through Video Observations during the COVID-19 Pandemic." European Journal of Educational Research 12, no. 2 (2023): 851–63. http://dx.doi.org/10.12973/eu-jer.12.2.851.

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<p style="text-align: justify;">Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) wa

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Dr., Gregg O. Siat. "DEVELOPMENT AND VALIDATION OF CLASSROOM OBSERVATION TOOL FOR FACULTY TEACHING UNDERGRADUATE COURSES." Cognizance Journal of Multidisciplinary Studies (CJMS) 3, no. 11 (2023): 270–79. https://doi.org/10.47760/cognizance.2023.v03i11.019.

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<strong>The purpose of this study is to determine the validity and reliability of the test items developed for classroom observation for faculty teaching undergraduate courses. The study utilized semantic validation, content validation and reliability testing to ensure relevance and clarity of the items. The respondents of the study were the program chairperson, school dean, university psychometrician, and Faculty Federation President. The finding of this research indicated that majority of the items developed for classroom observation were relevant and clear that will give justice and compens

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18

Shohib, Muhammad Wildan, and Azam Othman. "Teachers’ Appraisal Methods and Job Performance: Learning from an Islamic Boarding School in Indonesia." IIUM Journal of Educational Studies 6, no. 2 (2019): 17–30. http://dx.doi.org/10.31436/ijes.v6i2.210.

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Abstract  Purpose ‒The purpose of this study was to explore the relationship between teachers’ performance appraisal methods and teachers’ job performance and its implications to teaching and learning explicitly in the context of Islamic Boarding Schools in Gontor, East Java Indonesia, a district that has more than 10 school branches in Indonesia. Designed/methodology/approach ‒A survey method was employed to collect the data from 110 teachers who had two to five years of teaching experiences. In data analysis, the researchers had applied a two-step approach to test the measured va

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Ularte, Marcelo B. "Class Observation in Science: Tool in Reshaping Teaching and Learning." Instabright International Journal of Multidisciplinary Research 1, no. 1 (2019): 19–27. http://dx.doi.org/10.52877/instabright.001.01.0014.

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This study was undertaken by the researcher to determine how class observation reshape teaching and learning. Specifically, this sought to assess the age, gender, position and length of service of Science Teachers, how the respondents assess classroom observation and their perceived impacts of the respondents on the use of classroom observation tool (COT) in improving teaching and learning. In this study, descriptive research was used. The questionnaire was the main instrument used to generate the needed information. The respondents of the study were the nine (9) Science Teachers of the depart

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Thomas, Aloyce, Evans Okendo Ogoti, and Victorini Salema. "Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania." British Journal of Education 10, no. 12 (2022): 60–76. http://dx.doi.org/10.37745/bje.2013/vol10n126076.

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This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student tea

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Paul, Ashim Kumar. "Enhancing Performance of Teachers through Peer Observation." International Journal of Asian Education 2, no. 1 (2021): 64–78. http://dx.doi.org/10.46966/ijae.v2i1.76.

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The research purpose of achieving quality education is that enhancing teachers' performance is a must since it determines students' learning and academic achievement. On the other hand, peer observation (PO) is a practical tool used in a classroom where two peers work together and observe each other's teaching, and accordingly, the observer gives constructive feedback to the observed teacher, helping bring about positive changes in the instruction. Therefore, this paper seeks to explore the effectiveness of peer observation and formulate a framework for its implementation for improving the tea

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Judijanto, Loso, and Melly Susanti. "POST-CERTIFICATION TEACHER PERFORMANCE OUTCOME ASSESSMENT." JPGENUS: Jurnal Pendidikan Generasi Nusantara 2, no. 1 (2024): 44–53. http://dx.doi.org/10.61787/qndxmm90.

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This study uses a purposeless evaluation paradigm to evaluate the classroom action research performance of post-certification teachers. One of the strategies to improve the quality of education in Indonesia is through the use of qualified and professionally competent teaching staff, which is demonstrated by teachers' performance in classroom action research. Attachment to the beneficial, unfavorable, and neutral effects of the post-certification program was assessed. Forty-five teachers with ten or more years of experience and certification as educators were the subjects of the study. Data wer

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Murillo, F. Javier, and Cynthia Martinez-Garrido. "Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico." education policy analysis archives 20 (June 28, 2012): 18. http://dx.doi.org/10.14507/epaa.v20n18.2012.

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School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primar

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Pangan, Shiela May, and Eugenio Magno. "Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan." Psychology and Education: A Multidisciplinary Journal 37, no. 10 (2025): 1044–54. https://doi.org/10.70838/pemj.371002.

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This study investigated the intricate relationship between mathematics teachers' Pedagogical Content Knowledge (PCK) and their instructional management practices, utilizing the Classroom Observation Tool (COT) within the Results-Based Performance Management System (RPMS). It provided a comprehensive description of the PCK of junior high school mathematics teachers in Cluster III, Division of Pampanga, focusing on dimensions such as pedagogical knowledge, curriculum knowledge, and content knowledge. The findings revealed strong agreement among respondents regarding PCK indicators, particularly

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Aimah, Siti, and Bambang Purwanto. "Evaluating Teachers’ Performance: a Need for Effective Teaching (a Case of EFL Teachers at Universitas Muhammadiyah Semarang)." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 1 (2019): 160. http://dx.doi.org/10.24167/celt.v19i1.1369.

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This study aims to evaluate the EFL teachers’ performance of teaching in English Education Department of Universitas Muhammadiyah Semarang. An in-depth research was also conducted to find out the extent to which the competencies of English lecturers in conducting English Language Teaching ((ELT) program in the classroom. To achieve the purposes, 5 lecturers teaching in the fifth semester students in the Academic Year of 2017/2018 were taken as the purposive sampling. The data were taken through observation during teaching and learning process by involving 4 observers and questionnaire distribu

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Arayan, Dioress Vincen T., and Deowel F. Abapo. "EXPERIENCES OF NON-EDUCATION GRADUATE TEACHERS IN THE CONDUCT OF CLASSROOM OBSERVATION." Franciscan College of the Immaculate Conception Insights 02, no. 01 (2024): 1–13. https://doi.org/10.5281/zenodo.13316335.

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This qualitative study aims to explore the experiences of non-education graduate teachers in the conduct of classroom observation. A transcendental phenomenological approach was utilized among eight non-education graduate teachers in Baybay City Senior High School who were purposively selected based on the set criteria. Transcripts of the interview were analyzed using the seven-stage Colaizzi’s method of processing qualitative data. The results of the study revealed four emergent themes. First, Adaptive Pedagogical Excellence, which has three sub-themes: Exemplary Professional Dedication

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Hidayati, Fina Hanifa. "Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development." International Journal on Teaching and Learning Mathematics 3, no. 1 (2020): 37–45. http://dx.doi.org/10.18860/ijtlm.v3i1.9699.

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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it.

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Zulfikar, Teuku, Emawati Emawati, and Hidayat Al-Azmi. "Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools." Al-Ta lim Journal 27, no. 2 (2020): 127–39. http://dx.doi.org/10.15548/jt.v27i2.628.

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Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers’ ways of classroom practices is the first step for teachers’ professional development. Therefore, it is timely to conduct a

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Roslina. "An Analysis of English for Young Learner Teachers’ Classroom Management." JTP - Jurnal Teknologi Pendidikan 25, no. 2 (2023): 257–68. http://dx.doi.org/10.21009/jtp.v25i2.35231.

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This current study was a case study that aimed to analyze EYL teachers' classroom management performance at Kolaka Regency, Southeast Sulawesi, Indonesia. Likewise, this study also explored the root problem behind its' limitation. As part of the methodology, five teachers were involved in the observation. All the instrument components were validated throughout the SPSS Program analysis. After the instrument was validated, the classroom interaction process was observed and recorded three times. In addition, the interview session was also gained to ensure the observation result. All the data wer

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Tomarong, Jigger, and Camilo Rañoa. "Influence of Attitude Toward Clinical Supervision on the Implementation of the Clinical Supervision and Teaching Performance." Psychology and Education: A Multidisciplinary Journal 21, no. 7 (2024): 782–91. https://doi.org/10.5281/zenodo.12650494.

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The aim of the study was to determine the influence of attitude toward clinical supervision on the level of implementation of the clinical supervision and teaching performance. This quantitative study employed a descriptive-correlational design to present static depictions and establish relationships between variables, while utilizing reflective thematic analysis to explore challenges in clinical supervision from teachers' perspectives. Stratified random sampling was used to select the 141 teacher-respondents calculated through raosoft online sample size calculator. Data were gathered through

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Hermosilla, Cynthia M., and Zandro P. Ibañez. "Teacher Induction Program and Instructional Performance of Teachers: Bridging the Gap." Asian Journal of Education and Social Studies 51, no. 6 (2025): 680–700. https://doi.org/10.9734/ajess/2025/v51i62026.

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The main thrust of the study is to assess the impact of teacher induction program on the instructional performance of beginning teachers, and addressing gaps between initial training and effective classroom practice. This study was conducted from November 2024 to May 2025 to determine the level of developing competencies in the teacher induction program and the level of instructional performance of teachers in the classroom observation tool. Also, determined the significance on the relationship between the teacher induction program and the instructional performance of beginning teachers. It al

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Nurindah, Nurindah, Mansyur Akil, and Basri Jafar. "Teachers’ Self-efficacy and Performance in Teaching Literature in the Interest-based Classes at Senior High School." Journal of Language Teaching and Research 10, no. 6 (2019): 1271. http://dx.doi.org/10.17507/jltr.1006.16.

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Teacher’s self-efficacy is a specific phenomenon that can be seen as one of the contributors to the process of learning and effective teaching. Teacher self-efficacy was investigated at two Senior High Schools (SMAN 1 and SMAN 2) in Kendari, and proved its importance in the interest-based classes at senior high schools in Kendari. Findings revealed two major methods employed in the research study: 1) interviews conducted in the form of an open interview with 5 teachers; and 2) observation was focused on teachers teaching materials, classroom management, as well as the enthusiasm of the teacher

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Nazziwa, Cissy, Jean Uwamahoro, and Robert Wakumire. "Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, no. 5 (2022): 137–48. http://dx.doi.org/10.46606/eajess2022v03i05.0228.

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This study aimed to assess the impact of Inquiry-Based Learning using the 5E model on teacher’s practices and students’ achievement in Force and Motion in Secondary Schools in Jinja District. The study employed a quantitative research method and a pretest-posttest non-equivalent quasi-experimental research design. The study sample was one hundred forty-one students and teachers who were sampled through simple random sampling procedures. Four teachers were trained in implementing the IBL in the classroom and they taught the experimental classes while two teachers were not trained and they taugh

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Sumekto, Didik Rinan. "PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS." English Review: Journal of English Education 11, no. 3 (2023): 641–56. http://dx.doi.org/10.25134/erjee.v11i3.8587.

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This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teac

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Amirul, Bani, and Chairunnissa Chairunnissa. "THE IMPLEMENTATION OF ENGLISH TEACHERS’ AUTHENTIC ASSESSMENT IN JUNIOR HIGH SCHOOLS." VISION 20, no. 2 (2024): 82. https://doi.org/10.30829/vis.v20i2.4109.

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<p>A descriptive study was performed at SMP Negeri 1 Kotapinang to measure the perceived ability of English instructors regarding authentic assessment. The research process employed surveys, interview guides, and observation. Both interactive and descriptive models were employed to analyse the data. The assessed expertise of the English teachers at SMP Negeri 1 Kotapinang regarding the implementation of authentic assessment was commendable. Educators utilised portfolios, projects, peer evaluations, performance assessments, and observations as authentic assessment methods. The perceived c

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Simpson, Reckonel. "A Case Study of the Perceived Impact of Disruptive Behavior among Grades 9 and 11 Students on their Academic Performance at a Corporate High School." Journal of Education 5, no. 1 (2022): 28–42. http://dx.doi.org/10.53819/81018102t5051.

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Educators in schools for the past two decades have been faced with the problem of disruptive behavior in classrooms. The rate and extent to which schools in Jamaica and elsewhere have been experiencing disruptive behavior among students has generated the attention of many within the classrooms and in another places. The present study examined school personnel perceptions of the causes of disruptive behavior among a set of grades 9 and 11 students in a corporate area high school and the impact that disruptive behavior had on their own and their classmates’ achievement. It also examined how educ

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Rodgers, Wendy J., Michael J. Kennedy, Victoria J. VanUitert, and Anna Moriah Myers. "Delivering Performance Feedback to Teachers Using Technology-Based Observation and Coaching Tools." Intervention in School and Clinic 55, no. 2 (2019): 103–12. http://dx.doi.org/10.1177/1053451219837640.

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Effective professional development (PD) for teachers should be directly and intricately linked to their teaching practice. One way to link PD to practice is for administrators or coaches to provide performance feedback based on classroom observations, accompanied by reflection and coaching. This type of PD can be time-consuming and difficult to manage in practice, but technology offers ways to facilitate performance feedback. This article highlights a multimedia observation tool capable of documenting teachers’ instructional moves in real time with the intent of providing a teacher with unbias

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Simbulan, Sol. "Evaluation of Classroom Observations in College Teaching: The Versatility of the Lecture Method." School of Education Research Journal 3, no. 1 (2023): 76–93. https://doi.org/10.5281/zenodo.13302241.

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Highlighted in this paper is the result of class observations of the School of Education (SED) instructors during the first semester for the academic year 2022-2023. Eight full-time and part time SED instructors’ classes were observed and their performance was rated to be excellent in the criteria set in the instrument. Generally, the opening prayer served as their preliminary activity together with the checking of attendance and establishing of rapport between the instructors and the students. The lecture method in combination with other teaching strategies like discussion, demonstratio

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Hariz Khaddaj, Zeina, and Dalal Moukarzel. "Principals’ and Teachers’ Perceptions of Math Education in Single-sex versus Co-educational Schools in Beirut – Lebanon." Lebanese Science Journal 19, no. 3 (2018): 486–507. http://dx.doi.org/10.22453/lsj-019.3.486507.

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The purpose of thismixedstudy was to explore school principalsand teachers’ perceptions about (a) students’ performance in mathematics in single-sex versusco-educational schoolsin Lebanon,(b) instructional methods used according to student gender, and (c)the effect ofteachers’ gender onstudents’ behavior.Quantitativeand qualitative data were collectedto validatethe results found. The sample consistedofnine public school principals and seventeenteachers.Three instruments were used for data triangulation: an interview with principals,a surveycompleted by teachers, and a classroom observation gri

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Mujiono, Mujiono. "CLASS MANAGEMENT IN IMPROVING LEARNING PERFORMANCE IN THE CLASSROOM." At-Turats 15, no. 2 (2022): 137–55. http://dx.doi.org/10.24260/at-turats.v15i2.2014.

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This research is motivated by the implementation of classroom management by interesting teachers, namely by changing the student seating model at each meeting. However, the media used by teachers is not adequate in delivering teacher material such as monotony only dictates the material. And there are some students who do not want to play an active role in learning, lazing in class, and talking to their compatriots when the teacher is explaining.The purpose of this study is to know about: 1) How teachers organize Classroom VIII at Al-Khairat Kubu Raya Junior High School 2020/2021. 2) The manage

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Çibukçiu, Blerina, and Albulenë Shaqiri. "The Impact of Constructivist Teaching on Class Performance among Teachers with Low Self-Efficacy." Journal of Educational and Social Research 14, no. 5 (2024): 337. http://dx.doi.org/10.36941/jesr-2024-0142.

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Constructivist teaching has the potential to help teachers with low-self efficacy to improve the academic performance of their students. The objective of this study was to gain an understanding of the impact of the use of the constructivist approach on classroom academic performance among teachers with low self-efficacy. Employing a quantitative research design, data was collected using the “Teacher Self-Efficacy Scale” questionnaire from Bandura (1997) translated and adapted to the Albanian language. In addition, objective observation has been done through the standardized instrument “The Cla

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Saleem, Amna, and Dr Zarina Akhtar. "Teaching Competencies and Classroom Performance of University Teachers: Soft Skills as a Mediator." VFAST Transactions on Education and Social Sciences 11, no. 1 (2023): 116–23. http://dx.doi.org/10.21015/vtess.v11i1.1437.

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Soft skills are personal qualities that enable teachers to better engage with students. The purpose of the current study was to examine the role of soft skills as a mediator in the relationship between teaching competencies and classroom performance among university teachers. This study was quantitative and followed the positivist research paradigm. The researchers selected the study sample using multistage sampling. Two questionnaires and an observation sheet were used in this study. Researchers collected data from 132 public-sector university teachers in southern Punjab. SPSS and PROCESS mac

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Rusmalawati, Rusmalawati, Sari Rizki, and Said Mulyadi. "MANAJEMEN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU SEKOLAH DASAR." Research and Development Journal of Education 10, no. 2 (2024): 1013. http://dx.doi.org/10.30998/rdje.v10i2.25791.

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<p>This research aims to analyze the planning, organizing, implementation, and supervision carried out by elementary school principals in Central Aceh Regency to improve teacher performance. The study uses a descriptive qualitative approach, with data collected through interviews, observation, and documentation. The subjects were determined using the Cluster Random Sampling technique, where several clusters were formed from selected individuals within the population. The results of this study indicate that the planning carried out by the principal to improve teacher performance includes:

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Denessen, Eddie, Annelies Keller, Linda van den Bergh, and Paul van den Broek. "Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement." Education Research International 2020 (November 28, 2020): 1–8. http://dx.doi.org/10.1155/2020/2471956.

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Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. I

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Bozack, Amanda Rabidue, Ruby Vega, Mary Mccaslin, and Thomas L. Good. "Teacher Support of Student Autonomy in Comprehensive School Reform Classrooms." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2389–407. http://dx.doi.org/10.1177/016146810811001110.

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Background/Context Research in the self-determination theoretical (SDT) tradition indicates that teachers’ autonomy-supportive behaviors result in students’ greater perceived academic competence, better academic performance, and increased achievement. This study describes autonomy-supportive teacher behaviors in schools participating in Comprehensive School Reform (CSR). Research Question In a 2006 pilot study to determine if autonomous opportunities occurred in CSR classroom contexts, Bozack, McCaslin, and Good identified the presence or absence of autonomy-supporting teaching in their writte

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Amadou, SALAMI, Gbadebo Olouwafemi NONVIDE MouhandouIssa, and Agossa DAHEOU Kevin. "Examining the Models of Skills Integration to Foster Beninese EFL Beginners' Communicative Performance." International Journal of Arts, Humanities and Social Studies 4, no. 3 (2022): 35–44. https://doi.org/10.5281/zenodo.6576720.

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This study aims at examining the models of skills integration to foster EFL beginners’ communicative performance. To achieve this goal, it shows the benefits of the implementation of integrated-skill approach on EFL students’ communicative competence during classroom activity. The methodology used is quantitative and qualitative. It consists in collected information from teachers and learners through the means of classroom observation, interviews and questionnaires distributed to ten (10) English teachers and one hundred fifteen (115) students of CEG de l’Unité. The re

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SUGOT, JOE REMY LOY P., and BENCH CARYL B. LADIA. "IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE." Cognizance Journal of Multidisciplinary Studies 4, no. 4 (2024): 257–71. http://dx.doi.org/10.47760/cognizance.2024.v04i04.018.

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This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates th

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JOE, REMY LOY P. SUGOT, and CARYL B. LADIA BENCH. "IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 4 (2024): 257–71. https://doi.org/10.47760/cognizance.2024.v04i04.018.

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This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates th

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Tukiyo, Sofyan Arianto, Purwo Haryono, and Iswan Riyadi. "Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools." Jurnal Pedagogi dan Pembelajaran 7, no. 1 (2024): 14–24. http://dx.doi.org/10.23887/jp2.v7i1.74165.

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The principal did not carry out the task of supervising teacher teaching optimally and the supervision carried out was more bureaucratic and autocratic, emphasizing hierarchy. Another fact is that 44% of teachers do not like the supervision carried out in the classroom by both the principal and his deputy, and 5.88% of secondary school teachers do not agree with teaching observations. This is urgent to conducted research because there is a difference between theory and reality. This research aimed to analyze the effect of supervision on the teaching performance of teachers in secondary schools

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Cahyani, Sofiyah, Selma Al-Qasri, and Wafika Ofara. "Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners." Journal of Language and Literature Studies 3, no. 1 (2023): 20–36. http://dx.doi.org/10.36312/jolls.v3i1.1081.

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Communication refers to the process of exchanging information between individuals, namely the sender and the receiver, with the aim of achieving mutual understanding. In an educational setting, communication strategies serve as a blueprint for how information is exchanged. In particular, the use of effective communication strategies by teachers is critical in constructing classroom discourse in English as a Foreign Language (EFL) classrooms. Such strategies and feedback from teachers are indispensable for students to enhance their abilities and performance in the classroom. Classroom discourse

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