On the most significant change of teachers’ evaluation: A descriptive-narrative research

Authors

  • Carina Seron Department of Education, Consolacion Elementary School, Postcode: 6606, Sogod, Philippines
  • Betarmos, Jr. Vicente Faculty of Teacher Education, Southern Leyte State University-Tomas Oppus, Postcode: 6605, Tomas Oppus, Philippines
  • Melbert Hungo Faculty of Teacher Education, Southern Leyte State University-Tomas Oppus, Postcode: 6605, Tomas Oppus, Philippines
  • Leomarich Casinillo Department of Mathematics, College of Arts and Sciences, Visayas State University, Postcode: 6521, Baybay City, Philippines

DOI:

https://doi.org/10.37134/jrpptte.vol14.2.4.2024

Keywords:

Child-friendly, classroom evaluation, competence enhancement, creativity enhancement, transformative learning

Abstract

This study aimed to explore transformative shifts resulting from teacher evaluations. Employing a descriptive-narrative research design, sixteen teachers in Bontoc I and II districts, Southern Leyte, Philippines were purposively sampled using thematic analysis on survey questionnaires. The instruments aimed to capture participants' experiences related to classroom physical aspects, teaching methods, and teaching portfolios. Data gathering involved formal permissions sought from the Division Office, District Supervisors of Bontoc Districts I and II, and school principals. Findings revealed noteworthy changes, including the promotion of child-friendly environments, enhanced readiness and creativity, the perceived irrelevance of evaluations during the pandemic, and the emotional, financial, and physical strains experienced by teachers. Significant changes in instruction were identified, such as competence enhancement, the promotion of coaching and mentoring culture, and observations of pandemic-related ineffectiveness. Notable changes in teacher portfolios included self-reflection spurred by evaluations and challenges in the teacher evaluation process. The study concluded that while teacher evaluation positively impacted teaching environments, fostering creativity, it also imposed strains on teachers, presenting both positive and negative effects. Recommendations included encouraging teachers to view evaluation positively for professional development and proposing a Department of Education (DepEd) training program to enhance the mentoring and coaching capabilities of school heads, recognizing their pivotal role in the teacher evaluation process.

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Published

2024-09-17

How to Cite

Seron, C., Vicente, B. J., Hungo, M., & Casinillo, L. (2024). On the most significant change of teachers’ evaluation: A descriptive-narrative research. Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(2), 45–56. https://doi.org/10.37134/jrpptte.vol14.2.4.2024