Action Research 2018-2019 Marlou A. Derige

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
Batangas Provincial Sports Complex, Bolbok, Batangas City
FREQUENT CLASSROOM OBSERVATION TO FOUR ENGLISH TEACHERS TO

ADDRESS THE RPMS – COT STANDARDS
A Basic Research
Prepared by
MARLOU A. DERIGE
Head Teacher I
CALATAGAN NATIONAL HIGH SCHOOL
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Frequent Classroom Observation to Four English Teachers to Address the RPMS-COT Standards
ABSTRACT
Purpose
This paper aimed to determine the effectiveness of frequent classroom
observation to four English teachers of Calatagan National High School, Calatagan,
Batangas employing the Results – Based Management System (RPMS) and
classroom observation tool (COT).
Methodology
Employing the descriptive research design which was qualitative in the aspect
of data gathering, an in-depth interview was used as a date gathering technique.
This involved intense probing for deeper meaning and understanding of the
responses. The interview guide was used as a device through collected informative
knowledge that is interview technique.
Findings
All of the participants pointed out that classroom observation is the way to
help them improve their craft. They were very submissive when it comes to meeting
the standards of the RPMS COT scheme. However, they found disadvantages in it
but still they have to adjust for the sake of growth in the profession.
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Research Limitations
The study focused on the perceptions of the four-seasoned English Teachers
on the implementation of RPMS-COT standards and its implication and effect on
their efficiency and competence as teachers.
Originality/ Value
Thus, the study will be beneficial to the teachers and future teachers for the
results of this study may inspire them to be the best teachers on their special ways
and uplift the value and integrity of the profession.
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I. Introduction and Rationale
Education plays a significant role in realizing the National Development
Goal (NDG0 as mentioned on the mission of the department. The present
educational situation face by the entire academe as well as the call for global
competition drove the Philippine government to consistently pursue teacher
quality reforms.
To completely realize the K-12 reforms (R.A. 10533), the government set
measure called the Philippine Professional Standards for Teachers (PPST),
which is built on NCBTS, and aims to elevate the quality of teaching and
teaching performance of teachers.
Along the endeavor of lifting the quality of education, the Civil Service
Commission issued memorandum circular no. 06, s. 2012 or the Strategic
Performance Management System (SPMS) to ensure efficient, timely and quality
performance among personnel. This paved the way to the department of
education to follow the same aspiration through the issuance of Dep. Ed Order
No. 2 s, 2015 called the “Guidelines on the Establishment and Implementation of
the Result-based Performance Management System (RPMS).
In response to this matter, the researcher has come up with his study on
the effect of frequent classroom observation to Four English teachers to address
the RPMS-COT standard.
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II. Literature Review
For relevant information and necessary background for the present study,
a comprehensive research on related literature has been conducted by the
researcher.
As cited by Niven (2002) the rise of public voices towards accountable
and efficient government has influenced most government in the world to
implement Performance Management System (PMS0 that cater to the needs of
the citizens. Nevertheless, the lack of comprehensiveness in terms of
implementation and its practices have caused the failure of the system.
Cokins (2002) said that governments worldwide are under pressure to
improve their service and to control their costs. National state, country, municipal
and public agencies in almost all of the countries in the world are encountering
some sort of fiscal squeeze.
On the other hand David (2018) said that even if teacher’s performance
appraisal is being revitalized through the PPST –RPMS, it may not accomplish
what it wants from the teachers as long as there is a culture of “concealment”
Dep Ed must require truthful and accurate reporting so that the real illnesses that
plague our counrtry’s education system can be appropriately addressed and be
given the right cure.
Ginigundo (2017) stated that the country needs two things to improve
teacher quality: professional standard for teachers and school leaders (e.g,
principals and supervisors) and an independent and separate agency devoted
carrying out these standards.
Page 5 of 12
The aforementioned literatures provided various perspectives relative to
the implementation of RPMS –PPST. Niven(2002) said on the rise of public
voices towards accountable and efficient government, Cokins(2002) stressed that
governments worldwide are under pressure to improve their service, Furthermore
David (2018) pointed out the truthfulness and accurate reporting of Department
of Education, and Gunigundo (201&) stated that teacher’s quality would be
improved through professional standards and good educational leaders.
Similar views were mirrored but the study is different from the said views
because it focused really on the perceptions of teachers on the said standard.
III. Research Questions
This research aimed to know the effect of frequent classroom observations
to ten English Teachers of Calatagan National High School, Calatagan,
Batangas. Specifically, this research seeks to answer the following questions:
1. How does the teacher find classroom observation?
2. What positive and negative effect has this observation brought them?
3. How do teachers find the implementation of RPMS-COT in teaching?
IV. Scope and Delimitation
The study focused on the reactions, perceptions and opinions of the
selected participants regarding classroom observation involving the use of RPMS-
COT standards.
The study was limited to the responses of the four selected female teachers
who are the subjects of the implementation of the said performance standards.
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V. Research Methodology
A. Research Design
The study employed descriptive design which was qualitative in the
nature of data gathering. An in- depth interview was used as a data gathering
techniques. This involved probing for deeper meaning and understanding of
the responses.
B. Sampling
Homogenous sampling was utilized since the participants of the study
are under one nature of work and with similar characteristics. The research in
return, as a teacher by profession understands the experiences shard by
these participants while comparing and contrasting those experiences.
The target participants of this qualitative study are four-female English
teachers who are the subject of the implementation of the new teaching
standard within the district of Calatagan. Few only criteria for the selection is
that they are still neophyte in field of teaching considering that they have been
in the profession for atleast 5 years. This will guarantee the fact that they can
substantially contribute to the study.
C. Data Collection
To capture the essence of the participants’ experiences an in-depth
interview was used as a data gathering technique.
The interview guide was devised through collected informative knowledge
such as questionnaires samples and interview techniques. This encompassed
the three main questions through corresponding sub questions which were for
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formulated to elicit responses that determined the participants opinions,
perceptions and reactions with regards to classrooms observations.
This was presented to different experts for validation. Their comments
and suggestions were considered in the finalization of the instrument.
D. Plan for Data Analysis
The interviews were transcribed accurately. A draft of narrative was
made to organize the ideas of the participants in chronological order.
Subsequently, the transcriptions were coded and emerging themes were
formulated. As the interviews were reviewed, the transcripts were
paraphrased.
E. Ethical Issues
Letters were addressed to the selected participants, asking permission
for the interview. With their permission, each interview was scheduled based
on their vacant period.
VI. Results and Discussion
VII. A. Stands of the Four-seasoned English Teachers on classroom
observation
All of the participants stated that classroom observation is a way of
improving teachers’ craft.
Participant A
It helps me to improve my craft and becomes knowledgeable in the
field of teaching trough the technical assistance that the observer may
give.
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Participant B
Classroom observation for me is a way of elevating my performance
and helps realize the competency of the day.
Participant C
For me, through classroom observation, I am able to show the correct
and proper way of teaching. It also helps me find out my weak points.
Participant D
It helps me to be honed as a good teachers for I will be guided through
the technical assistance given.
B. On the positive effects of classroom observation.
Participant A
It Made me become better and executed the lesson well.
Participant B
It made me to give more effort in my teaching and followed the correct
phasing of the lesson.
Participant C
It made me find out my strengths and weaknesses.
Participant D
It made me boost myself confidence and respect for myself as a
teacher.
C. On the negative effects of classroom observation
Participant A
It will add more pressure to the teacher since teacher nowadays has
lots of paper works
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Participant B
I became very conscious and unnatural during lesson execution
Participant C
I am nervous and feel rattled whenever I am observed
Participant D
I fell very much pressured knowing that someone watched over me in
my teaching
D. On their stands on the implementation of RPMS –COT standard. All of
them burden in it but oblige to follow .
Participant A
It is a burden additional task but on the contrary I will learn
Participant B
I find it hard but I will follow
Participant C
I will try my best though pressured
Participant D
I am a teacher, I have to follow
VIII. Conclusion
The participants are seasoned teachers who are less than five years in the
teaching service.
All of the participants considered classroom observation as the way to hone
their craft in teaching. They all find advantages and disadvantages in the process.
However, they all came to terms that they have to abide the rules and standard for
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modern teaching for no one forced them to get into the profession but rather they
were the ones who chose it.
Lastly, the participants declared that they were very much willing to employ
into their teaching the technical assistance given by their observer.
VII. Recommendation
Based on the findings and conclusions the following recommendations are
hereby suggested.
1. Show and develop more enthusiasm in teaching.
2. Accept by heart and employ religious in teaching, the technical assistance
given by the observer.
3. Develop more passion in teaching.
4. Always think that teaching is a mission not a job.
5. Love students above all for they are the core of the entire educative process.
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IX. References
Cokins G 2002: Activity – Based Lost Management in Government,
Management Concept Vienna, VA 22182
Niven, PR 2002 Balanced Score card Step-by-step, John Wiley and Soas,
Inc, New York.
Magtanggol T. Gunigundo I - @inquirerdotnet
https://opinion.inquirer.net/105578/remake-filipino-educators
Page 12 of 12

Action Research 2018-2019 Marlou A. Derige

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Republic of the Philippines

FREQUENT CLASSROOM OBSERVATION TO FOUR ENGLISH TEACHERS TO

CALATAGAN NATIONAL HIGH SCHOOL

This paper aimed to determine the effectiveness of frequent classroom

observation to four English teachers of Calatagan National High School, Calatagan,

Batangas employing the Results – Based Management System (RPMS) and

classroom observation tool (COT).

of data gathering, an in-depth interview was used as a date gathering technique.

knowledge that is interview technique.

The study focused on the perceptions of the four-seasoned English Teachers

on the implementation of RPMS-COT standards and its implication and effect on

their efficiency and competence as teachers.

and uplift the value and integrity of the profession.

I. Introduction and Rationale

Education plays a significant role in realizing the National Development

Goal (NDG0 as mentioned on the mission of the department. The present

competition drove the Philippine government to consistently pursue teacher

measure called the Philippine Professional Standards for Teachers (PPST),

teaching performance of teachers.

Commission issued memorandum circular no. 06, s. 2012 or the Strategic

Performance Management System (SPMS) to ensure efficient, timely and quality

performance among personnel. This paved the way to the department of

No. 2 s, 2015 called the “Guidelines on the Establishment and Implementation of

the Result-based Performance Management System (RPMS).

the effect of frequent classroom observation to Four English teachers to address

the RPMS-COT standard.

II. Literature Review

a comprehensive research on related literature has been conducted by the

As cited by Niven (2002) the rise of public voices towards accountable

and efficient government has influenced most government in the world to

implement Performance Management System (PMS0 that cater to the needs of

the citizens. Nevertheless, the lack of comprehensiveness in terms of

Cokins (2002) said that governments worldwide are under pressure to

some sort of fiscal squeeze.

what it wants from the teachers as long as there is a culture of “concealment”

plague our counrtry’s education system can be appropriately addressed and be

given the right cure.

principals and supervisors) and an independent and separate agency devoted

carrying out these standards.

The aforementioned literatures provided various perspectives relative to

the implementation of RPMS –PPST. Niven(2002) said on the rise of public

voices towards accountable and efficient government, Cokins(2002) stressed that

governments worldwide are under pressure to improve their service, Furthermore

of Education, and Gunigundo (201&) stated that teacher’s quality would be

improved through professional standards and good educational leaders.

because it focused really on the perceptions of teachers on the said standard.

III. Research Questions

This research aimed to know the effect of frequent classroom observations

to ten English Teachers of Calatagan National High School, Calatagan,

Batangas. Specifically, this research seeks to answer the following questions:

1. How does the teacher find classroom observation?

3. How do teachers find the implementation of RPMS-COT in teaching?

IV. Scope and Delimitation

The study focused on the reactions, perceptions and opinions of the

selected participants regarding classroom observation involving the use of RPMS-

The study employed descriptive design which was qualitative in the

techniques. This involved probing for deeper meaning and understanding of

Homogenous sampling was utilized since the participants of the study

return, as a teacher by profession understands the experiences shard by

these participants while comparing and contrasting those experiences.

The target participants of this qualitative study are four-female English

substantially contribute to the study.

To capture the essence of the participants’ experiences an in-depth