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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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