PREPAREDNESS OF PUBLIC ELEMENTARY SCHOOL

TEACHERS IN PERFORMING THEIR TEACHING

TASKS BEFORE, DURING, AND AFTER CLASSROOM
OBSERVATION IN LOPEZ EAST DISTRICT,
DIVISION OF QUEZON

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 302-310
Document ID: 2023PEMJ962
DOI: 10.5281/zenodo.8191239
Manuscript Accepted: 2023-26-7
Psych Educ, 2023, 11: 302-310, Document ID:2023 PEMJ962, doi:10.5281/zenodo.8191253, ISSN 2822-4353
Research Article

Preparedness of Public Elementary School Teachers in Performing Their Teaching

Tasks Before, During, and after Classroom Observation in
Lopez East District, Division of Quezon
Rhea Englatierra-Bilog*, Liza Marie M. Manoos
For affiliations and correspondence, see the last page.
Abstract
The study determined the level of preparedness of public elementary teachers in performing their
teaching tasks before, during, and after classroom observation in Lopez East District in the Division
of Quezon. The research employed descriptive research design using quantitative research method
and random sampling. This engaged 146 respondents from selected teachers and school heads within
Lopez East District in the Division of Quezon. To analyze and interpret the data, mean was used to
described the level of perception of the teachers and school heads on the level of preparedness in
classroom observation and two – way ANOVA was used to determine the significant difference in
the perception of the teachers when grouped according to their profile. In gathering data, the
instrument used the following; pre-assessment, actual observation, and post-assessment, to assess the
requirements prepared of a classroom teacher in classroom structuring and teacher observation guide
for instructional competence. Consultation of the self-made questionnaire was carried on with the
expert in DepEd using the classroom observation tool under mandated DepEd Order No. 42 s. 2017,
an updated PPST-RPMS classroom observation tool in the enhancement of teacher’s quality as
provided by the Department of Education. There is no significant difference in the teacher’s
perception and their demographic profile. There was no problem encountered by the teachers and
school heads before the classroom discussion, they all prepared and familiar with the classroom
observation tool. Most of the indicators during the classroom observations was Always Observed and
after the classroom observation the respondents perceived was Highly Achieved.Based on the results,
the researcher still recommends that classroom observation, coaching, and mentoring may be
perceived to ensure the quality of teachers.

Keywords: preparedness, classroom observation, public school, teaching tasks

Introduction new ideas.

Classroom observation can be one of actuating aspects During classroom observation, teachers should always
which could lead the engrossment of the teachers. The prepare enough so that pupils were extra involved to
classroom, pupils, lesson plan, and teaching materials maximized their learning. Teachers should always
are just some of which could be considered in show confidence for the pupils to focus on whatever
classroom teaching. Before classroom observation, they are doing. Presentation, teaching devices, point of
teachers make the time to plan, though there was a the lesson, classroom management, subject knowledge,
planning period given prior to the actual observation pupil’s behavior management, awareness of pupils
day. There must be indicators that need to do such as needs, and generalization of the lesson are what
review the Results-based Performance Management teachers should look for during the actual observation.
System (RPMS) Tool appropriate to your level, master Manages classroom structure to engage learners,
the indicator list expected to be observed in each individually or in groups, in meaningful exploration,
quarter/observation period in order to plan well for the discovery and hands-on activities within a range of
observation. Plans his or her lesson according to the physical learning environments, also manage learner
indicators expected for the particular observation behavior constructively by applying positive and non-
period, and provides the observers with the lesson violent discipline to ensure learning-focused
plan/DLP/DLL. Preparation was one of critical part of environments. In addition, uses differentiated,
effective classroom teaching. If the teacher’s dearth developmentally appropriate learning experiences to
behind in preparing, then it will lead to disaster. In address learners’ gender, needs, strength, interests and
addition, preparation was another load to the working experiences.
hours of teachers. Normally, teachers do the
preparation outside the school. Moreover, they use After classroom observation was the assessment or the
their weekend to go to school and even stay late there evaluation. This could be the sensitive part for the
to prepare sufficiently. To produce prototype learning teachers being prepared, but there were benefits after
environment, they consider different strategies and all. There was the post-observation meeting to accept
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Research Article

and prepare for the next steps. This post-meeting

was considered as best time to ask question, and
received more thorough feedback. Some observer classroom observation in Lopez East District, Division
would rather use self-reflection method, teachers of Quezon.
receive their observation form describing and Specifically, this study aims at answering the
explaining the observer’s comments. The form itself following questions:
was definitely helpful. Observer always provide
1. What is the profile of the teachers in terms of:
recommendation for future classroom observation.
1.1 Age;
In the Philippines, DepEd Order No. 42, s. 2017 also 1.2 Gender;
known as National Adoptation and Implementation of 1.3 Civil Status;
the Philippine Professional Standards for Teachers 1.4 Plantilla Position;
were used as a basis for all learning and development 2. What is the perception of teachers on the level of
programs for teachers. This DepEd order focused on preparedness in performing their teaching task before
the development of some areas targeting the quality of classroom observation?
teachers in classroom teaching.It was Academic Year 3. What is the perception of teachers on the level of
2017-2018 when the classroom observation used as a preparedness in performing their teaching task during
tool to assessed the teacher’s level of teaching and classroom observation?
learning process. Classroom observation served as a 4. What is the perception of teachers on the level of
strategy on evaluating teacher preparedness and preparedness in performing their teaching task after
professional development. The Philippine Professional classroom observation?
Standard for Teacher (PPST) mandated a classroom 5. Is there any significant difference on the level of
observation which used classroom observation tool preparedness of teachers in performing their teaching
(COT) as the basic means of verification (MOV) in tasks before, during, and after classroom observation
RPMS (Result-based Performance Management in terms of profile?
System) of every teacher. 6. What are the recommendations of the school heads
and teachers to improve the level of preparedness of
The classroom observation in Quezon before the teachers in classroom observation?
mandated of Philippine Professional Standard for 7. What intervention program could be developed by
Teacher (PPST) were uncertain and it was disturbing the researcher to ensure the readiness of teachers in
for some teachers. Most of the time unannounced performing their teaching task in classroom
classroom observation were experienced by the observation?
teacher, it was led to classroom observation
unsuccessful being teachers’ unpreparedness.In Lopez Methodology
East District classroom observation was utilized by the
school heads to evaluate their school teachers
preparedness on classroom teaching. As abide by the Research Design
DepEd order teachers perform classroom observation
quarterly with their choice of learning areas, as a total The study used the descriptive research design to
of four (4) classroom observation the whole academic determine the preparedness of public elementary
year.When it comes teacher’s preparedness some fail school teachers in performing their teaching task
to remember the guidelines of classroom observation before, during, and after classroom observation in
which basically led to ineffective classroom teaching. Lopez East District, Division of Quezon when grouped
Teachers are responsible for their own professional into their age, gender, civil status, and plantilla
development and provide self-research on classroom position. The researcher used research questionnaire to
observation preparedness.Those observations give rise gather relevant information to the problem.The broad
to the researcher to know the level of preparedness of view of descriptive research according to Salvador et
public elementary school teachers in performing their al (2008) requires actual information that is accurate,
teaching tasks before, during, and after classroom correct and objective and deals mostly with verbal
observation. information. This further describes and interprets
“what is’. It reveals conditions or relationships that
Research Questions exist or do not exist, practices that prevail, belief or
points of view or attitudes that are held or are not held,
The purpose of this study was to determine the level of processes that are going on or otherwise, effects that
preparedness of public elementary school teachers in
performing their teaching task before, during, and after

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Research Article

are being felt, or trends that are developing.According Education.The instrument used the following to assess
to Good (2002), descriptive research includes studies the requirements to be prepared of a classroom teacher
that support to present facts concerning the nature and in classroom structuring and teacher observation guide
status of anything. This means that descriptive for instructional competence as to: (a) Pre-Assessment,
research gives meaning to quality and standing of facts (b) Actual Observation, and (c) Post Assessment.The
that are going on.The descriptive part presented the first draft of the questionnaire was consulted to the
level of preparedness of public elementary school researcher’s adviser. In order to clarify and
teachers in performing their teaching tasks before, appropriateness of the instruments.The final form of
during, and after classroom observation in Lopez East the sets of questionnaires was reproduced and
District, Division of Quezon according to their age, distributed to the respondents by the researcher.
gender, civil status, and plantilla position.
Data Gathering Procedure
Research Population and Sample
The gathered data relevant to this research, the
The population of this study includes the 146 researcher did the following procedures:In order to
elementary teachers and school heads of public work safely and smoothly in the conduct of the study
elementary schools in Lopez East District Division of for gathering pertinent data and information the
Quezon for School Year 2019-2020.To determine the researcher asked permission from the Public Schools
sample, the researcher utilized a random sampling Division Superintendent in Division of Quezon to
(using a Hat). The researcher assigned a name of conduct her study. After the approval of the Public
school which is encoded in a Hat to identify who shall Schools Division Superintendent, the researcher
be the actual respondents for the study. The sample is coordinated and asked permission from the Public
random because each school has an equal chance of Schools District Supervisor. After the approval of
being chosen. According to Lauren Thomas (2020) a Public Schools District Supervisor, the researcher
simple random sample is a randomly selected subset of asked the School Heads of the different Schools in
a population. In this sampling method, each member of Lopez East District Division of Quezon and discussed
the population has an exactly equal chance of being with them the purpose of the study before distributing
selected. the copies of the questionnaire to the target
respondents. The deployment of the questionnaire was
Table 1. Population and Sample of the Study personally administered by the researcher. The
researcher assured proper courtesy during the conduct
of the study. She also assured the respondents that the
information gathered will be treated confidentially.
She explained to the respondents that their responses
should be based on their actual experiences and
observations before, during and after the classroom
observation.
Table presents the population of the respondents of the
study. It is limited to the public elementary schools
offering primary education in Lopez East District Results and Discussion
Division of Quezon. The respondents of the study will
be the one hundred sixty-three (146) teachers and
Table 2 shows the frequency distribution of
school heads from public schools in Lopez East
respondents according to age. Majority of the teachers
District Division of Quezon. The respondents of the
82 out of 130 or 63.08% were 31 years old and above
study were selected through the Hat method to become
while 38 or 29.23% of them were 26 – 30 years old
the very source of respondents for this study.
and 10 or 7.69% were 20 – 25 years old. This confirms
Research Instrument that the teacher respondents of the study were in
millennial generations. Also, it implies that few
The data was collected using the self-made teachers are being hired this year and there are more
questionnaire. The questionnaire was aligned on the teachers who have been in the teaching field for a long
D.O No. 42, s. 2017 an updated PPST-RPMS time.
classroom observation tool in the enhancement of
teachers’ quality as provided by the Department of

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Research Article

Table 2. Frequency Distribution of the Profile of the others (that is, separated and divorced).
Respondents
Moreover, the frequency distribution of respondents
according to their present position. There are 3 or
18.30% of head teachers with two positions; 5 or
31.25% are principals with two positions; and 8 or
50% is a teacher-in-charge. To be concluded that the
respondents occupy officer-in-charge or teacher-in-
charge positions. Furthermore, the data reveals that 99
or 76.15% of the respondents were teacher I. Secondly
21 or 16.15% were teacher II. It was followed by
teacher III with the frequency of 10 or 7.7% of the
respondents.

This indicates a shortage of principals in the Lopez

East District. Teachers who take the exam must pass
the principal’s test. The teacher in-charge position is a
According to Hambre et.al (2020), points out that if temporary title granted to a school principal until the
the starting age of a teacher to enter a teaching designee satisfies the requirements for the headmaster
profession right after graduation is 21 years old, then post, which is the lowest position in the hierarchy, or
these teachers were just developing their teaching meets those requirements. It can be inferred that there
profession.It also reveals that 12 or 75% were females is an urgent need for the elementary school heads to
while 4 or 25% of the respondents were male. The data advance and take on more responsibility.
proved that there are more female school heads than
males. It also shows that there are 108 or 83% were This might be attributed to the fact that there is more
female teachers while 22 or 16.92% of the teachers teacher I items in the Lopez East District. This can be
were male. It implies that majority of the teacher attributed to the minimal items of higher position in
respondents are dominated by female. the said district and the teachers need to study a lot and
complete a master’s degree for reclassification of
According to Cushman (2006) as cited by Cahapay
teachers.Hughes and Ubben (1989) contend that high-
(2021), there is one occupation where males noticeably
quality instruction does indeed result in high-quality
form the group of minorities. The occupation of
learning, and that the quantity and kind of direct
teaching the children has traditionally been dominated
leadership is a crucial component of high-quality
by females.In addition, Regalado (2017) census data
show that more women are enrolled in education instruction.
courses and there are more female teachers. She cited
that specifically in the culled data for the school year The table evidently shows the on the level of
2008-2009, there were 89.58% females while only preparedness of teachers in performing the teaching
10.42% males in the occupation of elementary task before classroom observation as perceived by the
teaching. school heads. All indicators were perceived to be
“Highly Prepared” with an overall mean of 3.52.
Furthermore, 15 or 93.75% of the school heads were Meanwhile, it shows that the teachers were prepared
married. It was followed by single with the frequency in performing the teaching tasks before classroom
of 1 or 6.25% of the school heads. As a whole, most observation with an overall mean of 3.12.Furthermore,
of the school heads are married. Similarly, 106 or the school head perceived with the highest mean of
81.54% of the teachers were married. Secondly 22 or 3.63 and 3.27 for the teacher respondents. This means
16.92% were single. It was followed by widowed with that both teachers and school heads were prepared and
the frequency of 2 or 1.54% of the teachers. The data familiar with the tools that are being used in the
above showed that majority of the teachers are in their
classroom observations.
relationship. Also, indicates that more teachers prefer
to have a family while working.Ayeop (2003), state
that married teachers have higher job satisfaction
compared to single teachers and those in the group of

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Research Article

Table 3. Mean Distribution of the Preparedness of

Teachers in performing their teaching task Before physical learning environment.
Classroom Observation
Table 4. Mean Distribution of the Preparedness of
Teachers in performing their teaching task During
Classroom Observation

In the study conducted by Lopez (2016), wherein

forty-five teachers were participated to determine the
relationship between classroom supervisory practices
and teacher effectiveness as perceived by secondary
teachers, it was found out that teaching excellence is
not genetically endowed power but a result of rigorous
and inspired performance. The use of appropriate
instructional tools makes teachers better and effective.
Learning what materials to use and of teaching to use
them comes with experience. Classroom management
is an integral part of teaching and the techniques of
managing students can be acquired by the teacher to
improve the academic performance of students. While
supervision serves as an essential step in an on-going
attempt to improve teaching and instructional
procedures. It is a means to develop professionally and
Furthermore, it also shows that on the level of
it increases morale and effective teaching.
preparedness of teachers in performing the teaching
Table 4 shows the perception on the level of task during classroom observation as perceived by the
preparedness of teachers in performing the teaching teachers. Most indicators were perceived to be “Highly
task during classroom observation as perceived by the Prepared” with an overall mean of 3.35. Indicator 3
school heads. All indicators were perceived to be was perceived with the lowest mean of 3.18. The
“Highly Prepared” with an overall mean of 3.64. teachers were “Prepared” in applying a range of
Indicators 3 and 4 was perceived with the highest teaching strategies to develop critical and creative
mean of 3.81. The school heads observed a range of thinking as well as other higher – order skills of the
teaching strategies to develop critical and creative students. Teacher must give an activity that the
thinking as well as other higher – order skills. In students learn to make connections to help them gain
addition, the school heads observed that the teacher more understanding in the topic. Also, the teacher will
manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands – on activities within a range of
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Research Article

assessment criteria but the supervisors’ overall

choose teaching strategies that suitable to the needs of performance was poor in implementing the
the students to support them through learning unobservable skills assessment.
process.According to Edutopia (2019) teaching
Table 6. Significant difference on the assessment made
strategies means discover and share best practices for
by two groups of respondents on the level of
improving your teaching craft-delivering instruction,
engaging students, reaching struggling students, and preparedness of teachers in performing their teaching
more. tasks before, during, and after classroom observation.

Table 5. Mean Distribution of the Preparedness of

Teachers in performing their teaching task After
Classroom Observation

The table presented the significant difference on the

assessment made by two groups of respondents on the
level of preparedness of teachers in performing their
teaching tasks before, during, and after classroom
observation. Since the p – value of 0.113 is greater
than 0. 05 level of significance the null hypothesis that
there is significant difference on the assessment made
by two groups of respondents on the level of
preparedness of teachers in performing their teaching
tasks before during and after classroom observation is
accepted.

It concludes that there was no significant difference on

the assessment made by two groups of respondents on
the level of preparedness of teachers in performing
their teaching tasks before during and after classroom
observation.According to Barrogo (2020), the
standardized classroom observation tool was made not
to add the burden to our teachers but to help them in
The table above shows the level of preparedness of planning their teaching-learning process and other
teachers in performing the teaching task after phases included in the profession. With the aim of
classroom observation as perceived by the school professional development, this would empower
heads. All indicators were perceived to be “Highly teachers to reflect on their own teaching and identify
Prepared” with an overall mean of 3.62. Furthermore, pedagogical needs and initiate innovation for the
it also shows on the level of preparedness of teachers benefit of the learners. They fully understand that
in performing the teaching task after classroom conducting and using the classroom observation tool
observation as as perceived by the teachers. Most was mainly for the improvement of the teaching-
indicators were perceived to be “Prepared” with an learning process. It serves as a guide for them to assess
overall mean of 3.23.Indicator 3 was perceived with their performance and plan for their improvement,
the highest mean of 3.28. The teachers were “. Create thus, enhancement of teachers’ preparation and
and agree with the coach on the action plan to address competency is evident. Teachers said they feel more
the gap. It implies that mentoring and coaching after confident after the post conferences because their
the classroom observation by the school head are very strong points are being appreciated by their school
important to address the problems that were heads. It is goal-focused, technology-integrated in a
constructive way that a teacher can follow. It also
en co un tered and to impr ove the teach ing
builds the relationship between the teacher and the
process.Melati (2019) communicated that the
school head during the post conferences for it can
techniques of supervision a principal of madrasa are
provide them a meaningful moment in which they can
class visits, classroom observation, and holding
talk freely in a positive way resulting in a sympathetic
meetings. Contrariwise, Elmabruk (2020) showed that
and trusting bond.
supervisors were satisfied with the development of

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gaps encountered before, during and after classroom

observation. Specifically, it is a great help to the
Tab le 7. F r eq u e n c y D i s t r i b u t i o n on the
school heads to provide supervision to their fellow
Recommendations of the School heads and teachers to
teachers in the classroom observation.
improve the level of preparedness of teachers in
classroom observation too
Conclusion

Based on the findings of the study, the researcher

concludes that the variables had no significant
differences. Hence, the null hypothesis that there was
no significant difference on the assessment made by
two groups of respondents on the level of preparedness
of teachers in performing their teaching tasks before,
during, and after classroom observation.

Upon the completion of the findings and conclusions

of the current undertaking, the researcher offers the
recommendations as follows: (1) The district
The table above shows that 94 of the respondents supervisor and school principal are welcome to
recommend providing meaningful professional implement the researcher's suggestions. If possible,
development to minimize the problems encountered they may conduct a technical assessment and evaluate
and brought about by classroom observation. the professional development of teachers and highlight
Secondly, 69 respondents were creating professional these to provide other resources for teachers. (2) The
development opportunities that promote teacher principal offers a seminar workshops, trainings, LAC
collaboration. It was followed by 62 respondents who sessions and instructional supervisory on doing
said that they focus on teachers in low-income and classroom teachings. (3) The school heads always
crisis-affected contexts as professionals, learners, and observe and provide coaching and mentoring after the
individuals. It implies that professional growth in the classroom observation of the teachers. (4) The teacher
field of teaching is very important to improve the may use the classroom observation tools to perform
teaching and learning process. Furthermore, seminar well in the teaching and learning process. They may
workshops on demo-teaching, trainings and LAC develop strategies and dynamic used of demo-teaching
sessions can help to address the problems encountered to improved teaching and learning process towards
in classroom observation by the teachers as quality education.(5)The future researcher, if possible
meaningful professional development. they may explore classroom teaching programs with
other districts, division or other countries to provide
The table above the 1st rank was “provide meaningful international exposures which they can relay to their
professional development” while the last rank was colleagues at the same time it will help their
indicator 4 “Encourage Journaling and Reflecting”. professional growth connecting with the other
This means that the teacher must attend trainings and educators around the world.
seminars to improve their teaching skills in different
areas of classroom observations. Also, establish
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