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UCU GS Research Journal
                RELATIVE EFFECTIVENESS OF PRINCIPALS’ WALKTHROUGH
                      OBSERVATIONS ON TEACHERS’ INSTRUCTIONAL
                                       PERFORMANCE
                                    LEILANI V. TACULOG











                This study determined the relative effectiveness of principals’ walkthrough observation
        on the teachers’ instructional performance in the division of city schools in Region 01, SY 2015-
        2016. Specifically, this study attempted the relative effectiveness of the principals’ walkthrough
        observations on the teachers’ instructional performance. In so doing, this study looked into:
        the  profile  of  the  respondents’  with  respect  to  age,  sex,  highest  educational  attainment,
        relevant  trainings,  educational  technology  used,  attitudes  towards  teaching,  personality  type
        and frequency of being observed; the level of relative effectiveness of principals walkthrough
        observations on the teachers instructional performance; the significant difference between the
        level of relative effectiveness of the principals’ walkthrough observations on teacher instructional
        performance  across  the  profile  variables;  and  the  significant  relationships  between  the  level
        of  relative  effectiveness  of  the  principals’  walkthrough  observation  on  teachers’  instructional
        performance and the selected profile variables.
                The  teacher  respondents  are  dominated  by  females,  with  adequate  educational
        qualifications and with very favorable attitudes towards teaching thereby making them active
        leaders in educational development. The principal walkthrough observations greatly influenced
        the instructional performance of teachers. The teacher respondents are comparable in the level
        of relative effectiveness of principals walkthrough observations on their instructional performance
        when compared across their profile variables but not comparable when compared across relevant
        training  making  this  variable  a  significant  indicator  of  variability  on  the  effectiveness  of  the
        principals walkthrough observations on the instructional performance of the teachers. The profile
        variables of the respondents except attitudes towards teaching do not affect effectiveness of
        principals’ walkthrough observation on their instructional performance.
                The following recommendations are hereby provided: the teachers should take their
        own initiatives to further hone their professional upgrading by completing their masteral degree
        or even the highest educational attainment which is the doctoral degree and undergo relevant
        trainings in the national and international levels. The principals’ walkthrough observations should
        be sustained to meet excellent instructional performance among the teachers. More appropriate
        and  relevant  variables  should  be  explored  to  better  determine  the  relative  effectiveness  of
        principals’  walkthrough  observations  on  the  instructional  performance  of  teachers.  Similarly,
        there should be careful selection of variables that can predict better instructional performance
        of teachers. The teachers should maintain a high level of instructional performance even their
        personality types vary.
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