CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

Appraisal and feedback have a strong positive influence on teachers and their work.

Teachers report that it increases their job satisfaction and, to some degree, their job security, and

it significantly increases their development as teachers. The greater the emphasis on specific

aspects of teacher appraisal and feedback, the greater the change in teachers’ practices to

improve their teaching. In some instances, more emphasis in school evaluations on certain

aspects of teaching is linked to an emphasis on these aspects in teacher appraisal and feedback

which, in turn, leads to further changes in teachers’ reported teaching practices. In these

instances, the framework for the evaluation of education appears to be operating effectively.

Identifying strengths and weaknesses, making informed resource allocation decisions,

and motivating seasoned teachers to improve performance can help achieve policy objectives

such as school improvement, school accountability and school choice. An opportunity therefore

exists for policy makers and administrators to shape the framework of evaluation to raise

performance and to target specific areas of school education. Appraisal and feedback had the

least impact on teaching students in a multicultural setting which, as noted, was not an important

criterion in the appraisal and feedback received by most teachers.

Performance Appraisal has a positive relationship with productivity (Doris Resella,

2011). Evrim Ustunluo, 2009; E.Deepa & S.Kuppusamy, 2014; Navaratne N. N. had a more

broader approach as they concluded that it helps in defining roles and responsibilities more
clearly, review and determine job descriptions, organizational goals and objectives, and lead to

continuous learning, team building. Further researches has also found that performance appraisal

has a positive and significant relationship with employee satisfaction (Dr. Saddam Hussain,

2011; Mahdieh Darehzereshki, 2013; Ismail, Mashkuri, Sulaiman, and Wong , 2011; Rabia

Karimi et al., 2011). Further, Gary E Roberts, 2003 concluded that participatory performance

appraisal is an essential component of a fair and ethical evaluation of an employee performance

and leads to a higher job satisfaction. Further, Ono Koichi (2003) linked it with career

satisfaction. Ari Warokka et al (2012) added that performance appraisal leads to improved

performance. Hasan Salih Suliman Al-Qudah et al (2011) found that with the practice of

performance appraisal the efficiency of teachers’ increases. Later several studies have been

conducted by linking performance appraisal with motivation. Performance Appraisal has been

considered as the central pillar for managing the performance in banks to keep the motivation of

the employees high (Pallavee Shrivastava & Usha Kiran Rai, 2012). Performance Appraisal is

essential for career and succession planning, for staff motivation attitude and behavior

development and for fostering positive relationship between management and staff. (Migiro &

Taderera, 2010). Performance Appraisal proves to be an effective tool in teachers motivation if

both the process and outcome are fair (Kofi Osei Akuoko, 2012). Incentives and benefits have

very positive and significant impact on teacher’s motivation. (Rashid Saeed et al, 2013). The

fairness of a performance appraisal system has been recognized as an important effect on the

success of any organization (Choy Sang Long, 2013).

This research leads the importance of giving feedback and appraisal to seasoned teachers

they received in terms of Students, Co-teachers, and superior in pursuing their career, in dealing

to their professional needs. The effects of feedbacks and appraisal leads them in life long term
 profession. The purpose of conducting this research is to assist future educator to prepare to

some challenges that they may encounter in their teaching profession.

The Conceptual Framework

Review of related Determining the:

The Profile of the
Respondents in literature and studies.
1. Concerning the feedback
terms of:
1. Formulating and appraisal, what seasoned
1. Sex;
2. Age; statement of the teacher receive in the
3. Civil Status problem school?
4. Highest 2. Formulating study
Educational 2. How do seasoned teacher
assumptions describe the appraisal and
attainment;
5. Monthly 3. Choosing feedback that they received?
income; appropriate research
6. Occupation design 3. How do seasoned teachers
of spouse 4. Research react with regards to the
7. Number of instrumentation appraisal and feedback that
Children 5. Data gathering, they receive in the school?
8. Years of
Collection, analysis
service 4. How do seasoned teachers
9. Faculty rank and interpretation
think of their own
position Summary, conclusion
professional development
and recommendation
needs?

5. What are the important

feedbacks that they received
in terms?

A.Students

B.Co-teachers and superior

6. As a seasoned teacher,
what are the tips and advices
for new teachers in the
service?
Statement of the problem

The study aimed to seek the importance of feedback and appraisal for seasoned teachers

in terms of their professional growth and development their professional life in the field as

perceived by seasoned teachers in selected public high school in Division of Cabanatuan city.

Specifically, it sought to answer the following:

1. How may the profile of respondents be described in terms of?

a. Sex

b. Age

c. Highest educational attainment

d. Civil status

e. Occupation of spouse

f. Number of children

g. Monthly income

h. Years of service

i. Faculty rank/position

2. What are the feedbacks and appraisal that receive by the seasoned teachers in the school?

3. How do seasoned teacher describe the appraisal and feedback that they received?

4. How do seasoned teachers react with regards to the appraisal and feedback that they

receive in the school?

5. How do seasoned teachers think of their own professional development needs?

6. What are the important feedbacks that they received in terms:

 a. Students,

b. Co-teachers and superior comments

7. As a seasoned teacher, what are the tips and advices for new teachers in the service?

Scope and Delimitation/Limitation of the Study

The study dealt with the importance of feedbacks and appraisal to seasoned teachers as they

receive students, co-teachers and superior in the teaching profession in 4 selected seasoned

teachers of Camp Tinio National High School (CTNHS) and Cesar E. Vergara Memorial High

School CEVMHS a public High Schools in Division of Cabanatuan city.

It covers the profile of the respondents, the teachers who are teaching for more than 10

years in the service, the feedbacks and appraisal they receive from students, Co-teachers, and

superior. The effect of feedbacks and appraisal contributes to their professional development, as

well as the tips and advices of the respondents can offer progress towards new teachers in the

service.

Online Questionnaire – checklist was the instrument used following the simple random

sampling method.

Online Interview – the researchers asked two questions to the participants.

Significance of the study

This study may have significance to the following people:

New teachers - This study will provide significant information, new ideas and strategies. The

result of this study may also offer some solutions to the difficulties of the new teachers.
Students - This study is great significance to the students who are in the process of learning

process, who is the beneficiary of the expertise of the seasoned teachers.

School – The school admin will see the significance of the seasoned teacher and their

contribution to the school community to provide quality education.

Community and stakeholders – the people of the community can see how the seasoned teacher

contributes to the development of the society through providing quality education.

Definition of Terms

Seasoned- having a lot of experience in a particular activity.

Teacher- a person who teaches, especially in a school.

Importance - the state or fact of being of great significance or value.

Feedback - information about reactions to a product, a person's performance of a task, etc., used

as a basis for improvement.

Appraisal - an act of assessing something or someone.

Life- the existence of an individual human being or animal.

Experiences- This means are the things that happen in the hardships of the teachers.

Teaching- This is the process where the teachers do their profession.

 Chapter 2

Review of Extant Literature and Studies

This chapter presents the review of extant literature and studies which emerged in the

study.

Foreign literature

Obtaining Feedback and Appraisal

According to the 2009 TALIS report (OECD, 2009a), appraisal and feedback have a

strong influence on teachers, increasing job satisfaction and improving teaching practice.

Performance appraisal needs to provide feedback to teachers about their professional practice

and offer opportunities for improvement. Although Donaldson and Donaldson (2012) report that

teachers need constructive feedback from skilled practitioners in order to improve their teaching,

research suggests that feedback is often not a common occurrence in schools (OECD, 2009a;

Zatynski, 2012).Quality feedback from supervisors about instruction methods, classroom

management, student engagement, questioning techniques, and so on has a key role to play in

teacher development and improvement. (Furney, 2014),Within the performance appraisal

process, standards provide scope for teachers and school leaders to make informed decisions

about teaching performance and may assist in identifying future areas for growth and

development. In Australia, a description of what constitutes teaching quality is encapsulated in

the Australian Professional Standards for Teachers (Australian Institute for Teaching and School

Leadership [AITSL], 2011). According to the Australian Institute for Teaching and School
Leadership (AITSL), standards aim to articulate expectations for teaching, foster consistency and

accountability and serve as the foundation for performance review at the end of the appraisal

cycle.

The performance appraisal also known as formal, structure ystem, and evaluating en

employee’s which related to their job responsibilities (Mondy ystem, and evaluating en

employee’s which related to their job responsibilities (Mondy & Mondy, 2014). However, the

outcome is to discover everything about the employee’s current perform at the workplace

and then they can improve their performance level more effectively in the future (Dessler,

2013). Consequently, it can benefit to the employees, as well as the organization and the society

too (How, 2011). There is an increase use of performance appraisal process (Dechev, 2010)

which is mostly motivated by an organizational need to have an effect on employee’

attitude, behaviours, as well as organizational performance too. The outcome will be

establishment on objectives that set at the beginning of the assessment cycle which is

help employees to bring out their obvious performance goals view, the supervising of

performance during the assessment which help the poor performers and also support to

provide the high-quality performance in an organization (Wahjono, 2015).

The capacity to achieve these positive outcomes will be in function of the performance

appraisal experience (Darehzereshki, 2013). There are four indicators of performance

appraisal that need to evaluate is clarify of performance expectation, level of

communication between supervisor and employee, trust in supervisor, and fairness of

performance appraisal process towards job satisfaction (Dessler, 2013). First indicator is clarify

of performance expectation which shows the possibility to which teachers are become more

familiar with the purpose and the role of performance appraisal and it play in
determining an employee’s fate within the organization and the performance appraisal

process. Furthermore, all teachers must involve in performance appraisal where they can

understand the organizational goals about what is expected from them and what they will

expect for achieving their performance goals (Dessler, 2013). It also enhances the employee

to satisfy with their job at the workplace.

Brown (2010) surveyed 6,957 employees of a large Australian public sector

organization regarding their opinions and perceptions of the performance appraisal quality.

The outcome of this study revealed that there was a direct relationship between

performance appraisal satisfaction and teachers outcomes, which is mostly job satisfaction

among teachers (Brown, 2010). However, the comprehensive study of the performance appraisal

quality in a field setting is limited (Addison, 2007).

In simple term, performance appraisal can be simplifies as an effective assessing

process where it evaluate based on employee performance meanwhile it also a process where

the supervisor can develop their skills and improve the organizational performance

simultaneously (Mondy & Mondy, 2014). According to Kaye Wiggins (2015) the report argues

“moral virtues” are at the heart of the profession, because teachers are “engaged in a process of

constant judgment and arbitration that requires ethical judgment throughout the day”.

Clarity about the purpose and therefore implementation of performance appraisal

is essential. All too often initiatives are adopted in good faith but come across as misguided and

demeaning, constrained by political agendas and extant discourse. The development of systemic

approaches is required; one that approximates best practice and seeks to develop a collaborative
professional culture that facilitates the ongoing refinement of effective teaching is required

(Reardon, 2013).

Foreign Studies

Embodiment of principled teaching

An effective and fairness of performance appraisal process is the important role

where the supervisor assesses employee’s performance at the workplace (How 2011 and

Dessler, 2013). Several studies support the concept that fairness of performance appraisal is

saliently related to employee’s commitment, job satisfaction, and motivation to their

organization (Morrow, 2011 and Abdul Shukor, et al., 2008). Supervisor plays a role in this

process where they are more familiar with the employee’s behavior and performance. The

supervisor should have the opportunities to observe fairly the employees and provide

feedback to them in good manner where encourage employee to learn more about their

role and responsibilities at the workplace an organization (Wahjono, 2015). The capacity to

achieve these positive outcomes will be in function of the performance appraisal experience

(Darehzereshki, 2013). Student feedback informed teachers on the effectiveness of their practice

and identified areas for future professional learning. Additionally, it opened up a dialogue around

teaching and learning in the classroom, and gave the teachers insights into the unique challenges

experienced by their students. (Luke Manduit 2018) However, some authors observe that

students are capable of evaluating teachers, simply because, they do it all the time. In defense of

student feedback, Bassett et al (2010) declare “it can’t be right for us to say, we can’t have pupils

evaluating teaching, ‟ they do so every day of their school life, and it’s just that we don’t ask

them for the feedback.

 There is an increase use of performance appraisal process (Dechev, 2010) which is

mostly motivated by an organizational need to have an effect on employee’ attitude,

behaviors, as well as organizational performance too. The outcome will be establishment

on objectives that set at the beginning of the assessment cycle which is help employees to

bring out their obvious performance goals view, the supervising of performance during the

assessment which help the poor performers and also support to provide the high-quality

performance.

“The enhanced accountability, or tightening of control for appraisal in New Zealand

schools, has been increasingly evident”. Educational institutions are clearly being required to be

more accountable and a significant reason for this change is an increase in professional

accountability. Referring to improving secondary schools in the United Kingdom, Bassett, D.,

Haldenby, A., Tanner, W., & Trewhitt, K., (2010) state “The task is to strengthen the

accountability of schools so that, over time, all head-teachers look to strengthen their

management ability to improve good teachers and weed out poor performers has observed “a

general 10 movement for more efficient management in the public and private sectors” and states

the need for more accountability and quantifiably measurable performance indicators. Links

accountability with professionalism, stating that if teachers want to be considered and treated as

professionals, then they must accept the associated responsibility, and “responsibility includes

confidence” Furthermore, they show that accountability is a key purpose behind appraisal at

multiple levels, from the school as a system down to the individual teachers and their obligations

regarding professional development.

International Journal of Academic Research in Progressive Education and Development

(2013) Passionate teachers are distinguished by their commitment to achievement of their

students. Commitment is an essential element of successful teaching. Committed teachers are

concerned with the development of their students and they profoundly struggle how to keep

students’ learning. They cultivate students’ curiosity and interest in learning. Showing

commitment to student learning can be an important factor in motivating students. Committed

teachers recognize and endeavor to fulfill their responsibilities to their students. The degree of

loyalty of committed teachers have, toward their profession is one of their distinguished

characters. Teachers, who are engaged in their profession and committed to students and their

learning, play a crucial role in development of students.

The process of assessing the relationship of performance appraisal and teacher

commitment is very important in enhancing employee performance; therefore this study attempts

to investigate the relationship that exists between performance appraisal and the commitment of

teachers in Nakuru public schools.

Local literature

Manifestation of Qualities

According to Gilbert M. Forbes (2011) Principals and the public want ideal

characteristics from their teachers which ideally are primary components of well- performing

schools. Accept it or not, but teachers are the heart of education given their large roles. To have

good and better teachers equate to good and better quality learning experiences among learners

even in the most unparalleled situations.

To the extent that evaluations of organizations and appraisals of employees create

encouragements, the evaluations and appraisals need to be aligned so that employees have the

motivation to focus their efforts on factors important to the organization (OECD, 2008d).
TALIS also collected data from teachers on the focus and outcomes of teacher appraisal and

feedback. This information makes it possible to see the extent to which the focus of school

evaluations is reflected in teacher appraisal and feedback.

Data were also obtained on the influence of evaluations upon important aspects which

can affect schools and teachers, such as an impact on the school budget, performance feedback,

and teachers’ remuneration. An indication of the extent to which school evaluations emphasize

evaluating teaching is the importance of direct appraisal of classroom teaching. Direct appraisals

of teaching are considered valuable tools in a number of schools and education systems (OECD,

2008d; Malone, 2002).

However, the relationship between the frequency of teachers’ appraisal and feedback and

the number of years of teaching at the school is not linear. Teachers in their first two years were

more likely either to have received no appraisal and feedback or to have received very frequent

appraisal and feedback (more than once per month). Policy makers and administrators wishing to

encourage more appraisal and feedback for teachers new to a school may wish to encourage or

implement effective school mentoring and induction programmers (Rockoff, 2008). New

teachers bring energy and enthusiasm to their classrooms, but also a specific set of needs. Bryan

Goodwin (2012) We discovered that by focusing on the emotional aspects of teaching, educators

are able to teach wholeheartedly and work towards personal, professional, institutional, and

societal change.

Michael Gove introduced the White Paper ‘The Importance of Teaching’ (DfE 2010) as

‘a vision of the teacher as our society’s most valuable asset’ stating ‘there is no calling more

noble, no profession more vital and no service more important than teaching’, yet the content of
the Paper is dominated by service organization and classroom practice. Similarly, the OFSTED

Inspection Framework (2013) focuses on classroom practice, and virtues of love of learning and

respect are implicit rather than explicit.

According to Teaching in Focus, the appraisal and feedback that a teacher receives is just

one of the many factors that can influence his or her feelings of self-efficacy. However the

content of the appraisal is equally important when provided feedback on certain aspects of their

teaching, teachers can directly target portions of their teaching where they are less confident.

Consequently, giving teachers timely feedback is crucial for both veteran and newer

teachers in further honing their educational practices. (Franchesca Warren, 2014)

Virtue

One of the main problems in any discussion of the appraisal of teachers is the difficulty in

defining good performance, or what exactly makes a good teacher. Good teaching has also been

related to personal integrity honesty, genuineness, and respect for students, materials, and the

process of teaching (Kane, Sandretto & Heath, 2009). Good relations with students are equally

beneficial to teachers with research showing that good teacher-student relationships are

positively related to teachers’ job satisfaction and effectiveness ( Veldman et al., 2013).

Teachers’ attitudes to students and the quality of teacher-student relationships can change as

teachers develop understanding for students through getting to know them better (Cooper, 2010).

However, developing good relations with students requires hard work on behalf of the teacher

(Hattie, 2009), because teaching is emotional work (Chang, 2009).

Teachers are expected to be competent and accomplished practitioners, but what kind of

person should they be? Responses to ‘What makes a good teacher’ in global research illustrate
the intensely human, moral character expected of teachers across the world (UNICEF 2013).

Encompassing virtue, emotion and knowledge they reveal the extensive demands upon teachers.

This indicates well enough that teachers do need to acquire capacities for fine context

dependent judgment in such circumstances as well as the qualities of character that Aristotle

regarded as presupposed to such judgment (Campbell, 2011). But now, what general conception

of education and teaching as a profession, or of the virtues, values and standards of good

practice. David Carr argues the essence of teaching, the moral, social and spiritual development

of children, places it alongside other ‘true’ vocations (the priesthood and ministry) in requiring

personal virtue in order to perform appropriate professional practice (Carr 2011).

The existence of having large classes has paved way to numerous physics education

researches in the past years. Several studies have actually shown that the number of students in a

physics class has an impact on the teaching and learning process. One of the major factors that

affects the teaching and learning of physics in the classroom is the large class size (Capistrano,

2002). Large classes make it difficult for the teacher to provide immediate and quality feedback

to students because it’s hard to provide individual attention to students who need it (Ives, 2000).

It is important for students to know how well they are doing as they learn. This is because the

knowledge that they are doing well gives students a sense of achievement which motivates them

to learn more. Similarly, it is also important to let students know when they have made a mistake

so that they will learn from it and take corrective measures. Hence, it is absolutely essential for

teachers to monitor students’ learning and give them immediate feedback.

Moreover, the Department of Education released DepEd Order No. 73 s.2012 which

stipulated the guidelines on the assessment and rating of learning outcomes under the K to 12

Basic Education Curriculum. The guidelines emphasized the importance of the use of feedback
in the teaching and learning process. The results of the assessment across levels should be fed

back immediately to the students consistent with the principle of assessment of learning.

Students need to learn from the results of the assessment so they know what to improve further

and so that they can plan strategically how they can address any learning deficiency.

Lack of providing quality feedback often leads to failure in addressing student

misconceptions (Black, 1998). However, the great challenge is for teachers to provide effective

feedback to individual students without having the burden of spending long hours of checking

student work and writing in feedback comments and extending hours to talk to every student on a

regular basis. For this reason, in 2003, Ed van den Berg, a physics teacher education professor

from the University of Amsterdam, came up with a strategy that would address this dilemma

with the use of Fast Feedback Methods which require no checking of student papers outside the

lessons but can provide powerful formative assessment of student understanding during actual

teaching. In the Fast Feedback Methods, a series of open-ended, conceptual or problem solving

questions are given to the whole class at the end of each lesson. These questions may not only be

answered by short responses or explanations but may also be answered in the form of

simulations, graphs or sketches or drawings. The students work on it individually but at the same

pace once the questions are posted.

The Fast Feedback Methods were developed to still make it possible to diagnose

conceptual development of individual students and to respond to the most common problems

without having to spend long hours of checking on students’ individual works.

Furthermore, Fast Feedback Methods have been used as exercises to supplement a complete

set of lesson materials for teaching several topics in physics to highly academic high school students

aged 17-18 in different schools in the Netherlands. Also, the said approach has already been tested in
the Central Philippines in 2003 among pre-service physics education students; however, it has not

been used to supplement instruction among high school students taking physics under the new K to

12 curriculum. Hence, the purpose of this study is to use the Fast Feedback Methods in teaching

selected topics in physics for Grade 7 Science and see the effects of using the said approach on

students’ learning. Specifically, this study intends to see the effects of using the Fast Feedback

Methods as embedded formative assessment on the students’ mastery of the content . (Presented at

the DLSU Research Congress 2016/De La Salle University, Manila, Philippines/March 7-9,

2016)

Local Studies

Tips and advices

‘The Art of Teaching’ for over a decade now, the Eggie Apostol Foundation has been

saying that teachers are at the heart of all learning. But the reverse is also true. When I met Dr.

Evelyn Mejillano for the first time some years back, she already had a sterling, 45-year teaching

record to her name. And yet, Dr. Eve (as her friends, fellow academics and students fondly call

her) was always quick to say that learning is at the heart of teaching. The day one feels that there

is nothing left to learn is the day one ceases to be a true teacher.

Dr. Onofre Pagsanghan (Sir Pagsi to thousands of young Ateneans) is without doubt the

quintessential teacher. He has been honored for his consummate skill, commitment and

dedication by various organizations many times over. Speaking from the heart as he led the

opening prayer for one of our teacher training sessions, Sir Pagsi said that apart from teaching,

he knew of no other calling where “so much is asked, and so little is given.”
 The various education stakeholders and education reform advocates have learned much

as well. Just this past week, at a special consultative workshop organized by the Information

Technology and Business Process Association of the Philippines (Ibpap), Dr. Chito Salazar of

the Phinma Education Network and the Philippine Business for Education (PBEd) emphasized

that the approach to education reform must be systemic in order for qualitative change to occur.

The implications are clear for the various industries who over the years have repeatedly decried

the purported declining quality of college graduates applying for jobs: It’s time to stop

complaining and pitch in to raise our graduates’ competencies to acceptable standards of global

competitiveness. After all, as PBEd says, quality education is everyone’s business.

Teachers, however, deserve special attention at every stage of the learning cycle, from

basic to higher education. At present, the Department of Education under Secretary Armin

Luistro’s leadership is implementing a comprehensive package of reforms mandated by the K to

12 Law. Chief among these is the continuous training to enable teachers to improve oral fluency

and reading competency in the early grades by effectively implementing Mother Tongue-Based

Multilingual Education.

Things are a bit more complicated in higher education primarily because the stakes are

much higher. In today’s highly globalized and technology-driven workplace, college instructors

and professors are constantly feeling the pressure from industry for more graduates who can

communicate effectively, work collaboratively, and think strategically. The information

technology and business process management industry, for instance, expects to generate around

1.3 million full-time jobs by 2016. That’s about double the 772,000 full-time employees hired in

2012.
 This was why I was thrilled to meet Far Eastern University president Dr. Michael Alba,

who showed me “The Art of Teaching,” a compendium of best practices culled from the teaching

experience of more than 30 top-caliber college professors. Compiled and edited by Jaime An

Lim, Noel Bejo and Danny Vibas, “The Art of Teaching” published by Far Eastern University

Publications is more than just a treasure trove of great essays on teaching and education. It is an

invaluable resource for both novice lecturers and seasoned instructors in our public or private

higher education institutions.

The book offers reflections on the teaching vocation and practical tips for teaching the

sciences, the humanities, and much more. Take, for example, the chapter on “Coaching Winning

Teams” by Dr. Marcon R. Espino. No, it’s not a sports piece, even if FEU has a sports

program that has consistently produced outstanding athletes. According to Espino, one critical

role a teacher has to master is coaching, an undertaking that implies “a serious responsibility and

tremendous accountability.” He writes that “despite life’s setbacks and complexities, a teacher

continuously finds effective and efficient ways to simplify things and make them more

comprehensible and meaningful to his or her students.”

In another chapter simply titled “Teaching Mathematics,” Prof. Ma. Corazon de Guzman

delves into the complexities of teaching a subject that many students perceive to be difficult. “I

lighten the discussion [by] making the students feel that what they are learning is functional and

no information is wasted,” De Guzman writes. She is humble enough to admit that “learning may

have failed … because the teacher used an ineffective method.” This is why the feedback that

she gets from quizzes are vital, because more than determining how well her students learned the

lesson, it is her gauge of her effectivity as a teacher.

 Prof. Esmeralda D. Mostajo, on the other hand, asserts that students can learn by

themselves—with some decisive help from the teacher. In the chapter titled “Blending Creativity

and Teamwork with Scientific Inquiry,” Mostajo says that aside from making her teach

effectively, this blended approach nurtures teamwork and critical thought among her students.

I’m sure educators all over the country will appreciate “The Art of Teaching” from the FEU

faculty—but wouldn’t it be great if the faculty of every higher education institution produces their own

collection of essays on teaching and share these with their peers in other campuses

Justification of the Study

All the reviewed literature and studies, both foreign and local are found to be relevant to

the present study. The researchers diligently worked to study the importance of giving feedback

and appraisal to seasoned teachers. Although the researcher gathers other related information

from other thesis with the topic, the researcher consider this work an original study.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology used in the conduct of this study, research design,

samplings, respondents or participants, data gathering and statistical instruments used by the

researchers.

Research Method

The researchers used a combination of Quantitative and Qualitative or sometimes called

“mixed method” research to produce a richer and more comprehensive understanding of a

research area. Most evaluations will collect both quantitative data (numbers) and qualitative data

(text), however it is important to plan in advance how these will be combined.

Mixed method design focus on collecting, analyzing and merging both quantitative and

qualitative data into one or more studies. The central premise of these designs is that the use of

quantitative and qualitative approaches in combination provides a better understanding of

research issues than either approach alone (Robins et al. 2009)

Research locale
The study was conducted in Camp Tinio National high School and Cesar E. Vergara Memorial

High School which are part of Division of Cabanatuan City that offers Junior High School and

Senior High School.

Samples and Sampling Procedures

The respondents of this study were male and female seasoned teacher in Camp Tinio

National High School and Cesar E. Vergara Memorial High School.

The researchers used the “total population sampling method” of gathering dataTotal

population sampling is a type of purposive sampling technique that involves examining the entire

population (i.e., the total population) that have a particular set of characteristics (e.g., specific

attributes/traits, experience, knowledge, skills, exposure to an event, etc.) (Laerd, 2012).

Research Instrument

The main instruments used in the mixed method study consist of standardized Checklist

questionnaire, closed-ended questionnaire, and open ended interviews. The researchers should
ensure that it is “valid, reliable and unambiguous” (Richards & Schmidt, 2009). These different

ways of gathering information can supplement each other and hence boost the validity and

reliability of the data.

In the main, the quantitative data are obtained through Checklist and Close-ended

questionnaire to provide the inquirer with numerical data and the qualitative data through open

ended interviews it consist of collecting data by asking questions that can be collected by

listening to individuals, recording, and filming their responses. The items of the questionnaires

are mainly developed based on the research objectives and research questions. Argues that Open

ended questions can lead to a greater level of discovery, Gillham (2009).

Data Gathering Procedure tools

The researchers will ask permission from the school administration to allow the

respondents and provide them with clear instructions. The respondents answered the survey

questionnaire at their convenient time and place within the school campus. Data that was

extracted from the questionnaires will be classified, organized and tabulated accordingly. The

researchers tabulated the data gathered form the answer questionnaires.

Statistical Treatment of Data

The data gathered by the questionnaire checklist were classified, tallied, and organized

the frequency system per item were summed up, tabulated and computed to draw the analysis

and their interpretations. The responses were ranked accordingly. The presentation, analysis, and

interpretation.

To get the percentage, the researchers used the formula in which:

% = F x 100
N
Where: % = Percentage

F = Frequency

N = Total number of Respondents

WM = TWF
N

Where: WM – Weighted Means

TWF – Total Weighted Means

N – Total Number of Respondents

 To get the verbal interpretation in terms of seasoned teachers feedback and appraisal

perspective the following would be used:

Table of Equivalent

Value Scale Verbal Interpretation

4 4.50 above large Change

3 3.50 – 4.49 moderate change

2 2.50 – 3. 49 Small Change

1 1.50 – 2. 49 No change

The table of equivalent which is the basis of the interpretation of the data will be:

Value Scale Verbal Interpretation

1 1.00 – 1.74 High level of need

2 1.75 - 2.29 Moderate level of need

3 2.50 - 3.24 Low level of need

4 3.25 - 4.00 No need at all