STRENGTHS AND WEAKNESSES OF THE PUBLIC

ELEMENTARY SCHOOL TEACHERS DURING

CLASSROOM OBSERVATION IN THE 3RD
CONGRESSIONAL DISTRICT OF QUEZON

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 360-374
Document ID: 2023PEMJ754
DOI: 10.5281/zenodo.7984710
Manuscript Accepted: 2023-29-5
Psych Educ, 2023, 9: 360-374, Document ID:2023 PEMJ754, doi:10.5281/zenodo.7984710, ISSN 2822-4353
Research Article

Strengths and Weaknesses of the Public Elementary School Teachers During Classroom
Observation in the 3rd Congressional District of Quezon
Joanne A. Tuazon*
For affiliations and correspondence, see the last page.
Abstract
Teaching is lifelong learning. One of the joys of teaching is the opportunity to explore new ideas and
new ways of teaching as the teacher tries to meet the needs of an ever-changing group of learners.
Thus, this study tried to discover the Strengths and Weaknesses of the Public Elementary School
Teachers during Classroom Observation (CO) in the 3 rd Congressional District of Quezon, which may
give relevant programs and projects that will help them do their task outstandingly. Based on the
result and findings, it had then concluded by the researcher that there was no significant difference
between the level of performance of the teachers when they are grouped according to age by
generation and length of service. On the other hand, there is a significant difference between the level
of performance of the teachers when they are grouped according to age and educational attainment.
Hence the null hypothesis is accepted.

Keywords: strengths, classroom observation, elementary teachers, weaknesses, public school

Introduction Every classroom environment includes observations.

Whether they are conducted as part of administrative
oversight or normal monitoring, observations of
Teaching is lifelong learning. One of the joys of teachers continue throughout their careers. One benefit
teaching is the opportunity to explore new ideas and of classroom observation is that it offers a constructive
new ways of teaching as the teacher tries to meet the critical framework for assessing one's practice, honing
needs of an ever-changing group of learners. However, abilities, and building strengths. At worst, they can
the bitter truth is that teachers are not perfect. Though cause stress and put the observer's trust to the test.
they have good intentions and try their best to do the Classroom observation can be used as a training
jobs they can, they make mistakes. It is never too late strategy and support service for teachers using
to make changes to the way teachers instruct their systematic cycles of planning, observation, and
students. They must honestly look at their teaching for intensive analysis of actual teaching performances.
areas where they may respond less than ideally. They This is because novice teachers may not be
can ask a friend, colleague, and fellow teacher to point knowledgeable about new techniques and approaches
out areas in their teaching where they need to grow in the complex characteristics of learning and teaching.
and develop. In this context comes the necessity of
In the Philippines, classroom observation is one
classroom observation.
criterion for assuring high-quality instruction under
Republic Act 10533, also known as the K–12 Law.
A classic and widely accepted definition of classroom
According to Section 14 of the law, the Department of
observation is given by Bio (2009), which states that it
Education (DepEd) will report on several
is an integral part of learning how to teach. According
implementation-related issues, including teacher
to her, not all things needed in the teaching profession
welfare and training requirements that may be assessed
can be acquired in university classes, which is why
through teacher classroom observation. Feedback
classroom observation presents an opportunity to see offers opportunities to exchange knowledge and ideas
real-life teachers in real-life teaching situations. She as well as high-quality suggestions for ongoing
noted that conducting observations with teachers in improvement. Giving comments on a teacher's
their actual classes significantly influences the way teaching style is referred to as classroom observation
they plan and teach for the following sessions. She in the Revised Results-Based Performance
reiterated in her observation that classroom Management System Manual of 2018. Additionally, it
observation is vital at every stage of teachers’ careers, offers proof of actual teacher performance, their
not only for student teachers but for all teachers. accomplishments, and places for growth, and it
Typically, the purpose of classroom observations was motivates teachers to reflect and become more self-
to enhance the quality of instruction and the aware about their practices. According to Riego de
effectiveness of teaching. Dios (2020), all the indicators of work values are

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Research Article

significant, according to the respondents. verification (MOV) from classroom observation is

needed for Objectives 7, 3, 4, and 5. While there are
The teacher quality criterion for K-12, which includes SET A and SET B choices for Objectives 7,8,9, and 10
the standard of a teacher's classroom performance, is that, depending on the teacher's setting, may require
incorporated into the Philippine Professional Standards MOV from a classroom observation, the delivery of
for Teachers (DepEd Order No. 42, s. 2017). Through extra materials, or the completion of a Teacher
clearly defined domains, strands, and indicators that Reflection Form (TRF). Only two (2) observations
offer measurements of professional growth, competent were necessary for Proficient and Highly Proficient
practice, and successful engagement across teachers' Teachers throughout the academic year 2021–2022.
career stages, the PPST clarifies what qualities The principal, master teacher, and head teacher are
comprise a good teacher. Some professional traits that among those who grade classroom observations. The
a teacher should possess were mentioned by Asio and supervisor's methods of classroom observation are
Riego de Dios (2019). A classroom observation tool often well- liked by the instructors (Tawalbeh, 2020).
has been created based on the new set of professional
standards to evaluate these classroom activities and The researcher further believed this classroom
pinpoint their strengths and potential growth areas. observation for teachers would be of immense help,
This is done to precisely build professional given ample time and proper orientations among
development programs catered to teachers' unique teachers as to how they will deal with it and how to
needs. Most of the employees who took part in the achieve and accomplish the objectives. However, the
study agreed with Asio and Jimenez's (2020) researcher also believed that if the teacher was able to
disclosure of the context of professional growth. accomplish his or her task as a teacher, then the
teacher deserves appropriate appraisal. Thus, all
To help ensure that all students in its care receive top- teachers must be valued and consider their welfare
quality primary education, DepEd has reiterated the with the learners in the whole learning process.
need to continue the conduct of all ongoing class
observations. The DepEd is aware of the critical role Under that, this study explored the strengths and
teachers play in raising the standard of the teaching weaknesses of the teachers during Classroom
and learning process. It is essential to achieve quality Observation. It believed that public elementary school
education if teachers' performance may be enhanced teachers' practices in preparing the classroom
through different parameters through classroom observation will encourage teachers to improve their
observation. The Philippine Professional Standards for teaching techniques, strategies, methods, and
Teachers-Results-Based Performance Management instructional materials in teaching and learning. The
System (PPST-RPMS) requires classroom monitoring. purpose of the study is to improve each teacher's
Additionally, it became more uniform and objective. professional standing by providing them with relevant
This is true because it's utilized for performance projects and programs that will enable them to
reviews, coaching, mentoring, and evaluation. The complete their work to their fullest potential. This
teachers' continual professional growth is aided by study will help teachers and administrators create an
this. According to Suparto (2020), academic environment where everyone is able to excel and be
supervision combined with classroom observation productive.
methods can enhance the standard of teacher learning
in this regard. Additionally, classroom observation Research Questions
uses pre-established indicators that teachers and
observers have agreed upon to guarantee the This study tried to discover the Strengths and
preparation of the teachers. In a related study, pre- Weaknesses of the Public Elementary School Teachers
observation planning, observation execution, and post- during Classroom Observation (CO) in the 3 rd
observation monitoring make form an efficient Congressional District of Quezon, which may give
supervision process (Ghavifekr, Husain, Rosden & relevant programs and projects that will help them do
Hamat, 2019). For the RPMS goals for the academic their task outstandingly. Specifically, this study sought
year 2021–2022, 18 indicators from the Philippine the answer to the following questions:
Professional Standards for Teachers (PPST) have been
selected. These critical indicators bring PPST 1. What is the demographic profile of the respondents
integration through RPMS to a successful conclusion. in terms of:
There are nine (9) classroom observable objectives for 1.1. age by generation;
Proficient Teachers. The objectives' performance 1.2. gender;
indicators for quality were identified. The method of 1.3. length of service; and

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1.4. educational attainment?

2. What are the strengths and weaknesses of the public
elementary teachers during Classroom Observation
(CO) based on their level of performance in terms of:
2.1. content knowledge and Pedagogy;
2.2. learning environment; and
2.3. diversity of Learners?
3. Is there a significant difference between the
strengths and weaknesses during classroom Representatives of the Philippines since 1987. The
observation when they are grouped according to district consists of municipalities in the Bondoc
demographic profile? Peninsula, the southern part of Tayabas Isthmus, and
4. What classroom management program be proposed the southwest coast of Ragay Gulf, namely, Agdangan,
that could support the strengths and weaknesses of the Buenavista, Catanauan, General Luna, Macalelon,
teachers based on the result of the study? Mulanay, Padre Burgos, Pitogo, San Andres, San
Francisco, San Narciso, and Unisan. The researcher
decided the 3rd Congressional District of Quezon to be
Methodology the research locale for this study to benefit more in this
paper.
Research Design
Population and Sample
This study utilized the quantitative design of research.
According to the University of Connecticut (2013), The public elementary school teachers in the 3rd
quantitative research is usually expressed as variables Congressional District of Quezon were the respondents
and appears in numbers and specific measurements. of this study. The researcher used this sampling
This study employed the descriptive- survey method of technique due to the unavailability to access a wider
research. Shuttleworth (n.d.) and Posiinasetti (2014) population due to time and cost constraints.
described it as a scientific way of observing and Nevertheless, the researcher believes that the selected
describing the behaviors of a population without being part of the entire population embodied them so much
subjective to it or changing the environment. for this study. After determining the number of
Posinasetti (2014) further described obtaining the samples from each district and municipality, the
present status of phenomena through the help of the researcher employed structured or purposive sampling
variables present in the situation. According to Grand in choosing the specific respondents in each district.
Canyon University, descriptive research deals with
The following criteria were considered by the
quantifiable information that is used to analyze the
researcher in selecting the respondents:
target subject.
1. They must be from the municipality in the 3rd
About the respondents' age, sex, duration of service,
Congressional District of Quezon;
and highest level of education, the researcher
2. They must be teaching in central or non-central;
employed this design to determine their demographic
3. They must belong to schools with the identified
profile. When a survey questionnaire was personally
school principals, Teachers I to III in a teaching
administered to the public elementary school teacher
position.
of the 3rd Congressional District of Quezon, it was
utilized to determine the strengths and weaknesses of
200 Proficient Teachers or Teacher I to Teacher III
instructors during Classroom Observation (CO).
from the public elementary school in the 3 r d
Congressional District of Quezon were the respondents
Research Locale
of the study.
The 3rd Congressional District of Quezon was the
locale of the study. Quezon’s 3rd Congressional
District is one of the four congressional districts of the
Philippines in the province of Quezon, formerly
Tayabas. It has been represented in the House of

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Research Article

Table 1: List of School Respondents in 3 rd

Congressional District
problem. The first part of the research instrument
comprises the demographic profile of the respondents,
including age, gender, teaching experiences, and
educational attainment. The second part is composed
of Likert Scale questions. Stangor (2010) states that
the Likert Scale is composed of items indicate whether
they agree or disagree that is intended to be measured.
The second part is composed of (5) statements per
indicator. Each indicator consists of specified strengths
and weaknesses of teachers that could be seen in the
teacher during a classroom observation.

Data Collection Procedure

The researcher worked on different activities for the

completion of this study. Firstly, a letter of permission
to undertake the research was provided to the person
involved stating the purpose of the study. Once
approved, the researcher set a schedule with the
respondents and personally distributed the
questionnaires to them. The questionnaires were
personally retrieved, following the provisions of the
Philippine Data Privacy Act of 2012 to maintain the
confidentiality of data. The researcher sought the
assistance of the school heads in administering and
retrieving the research instruments. Other related
concerns, such as the production of survey
questionnaires and other materials needed by the
researcher properly negotiated adequately with the
principal. Lastly, the gathered information was
analyzed and interpreted.

Description of the Respondents Results and Discussion

The respondents of this present study were the Public

Demographic profile of the respondents
Elementary School Teachers of the Third
congressional district in the Division of Quezon. The
Table 1.1 Age by Generation
respondents were chosen using the purposive sampling
method. They were chosen because this study aimed at
coming up with a proposed classroom management
program, and the key players in classroom observation
are the Teachers. Thus, there are no other individuals
suited to be the respondents of this study. The teacher-
respondents probably teacher I to teacher III, should be
employed with a permanently position in the third
congressional district of Quezon.

Research Instrument Table 1.1 shows the frequency and percentage

distribution of the respondents according to age by
The research questionnaires were derived from DepEd Generation. 100 of the 200 respondents, or 50% of the
Memorandum No. 004, s. 2022 has undergone a
validation process. It is composed of two (2) parts,
each part is under the formulated statement of the

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total, are classified as Generation X, with ages that Table 1.3 Length of Service
range from 42 to 57. Baby Boomers, which comprise
12.5% of the respondents, are followed by Millennials,
which represent 33% of respondents aged 58 to 67,
and Generation Z, which make up 4.5% of respondents
aged 10 to 25.

It is widely accepted that as age advances and the

designation is promoted, teachers lose the enthusiasm
Table 1.3 depicts the distribution of respondents
to teach. Because as age advances, the teacher
according to the length of service. Thirty-eight percent
becomes experienced, and he knows where to tap the
(38%) of them have been in service for more than 21
students’ potential and help them recognize their
years, 37.5% served for 11 to 20 years, while about
value. According to others, instructors' excitement 24.5% serve the department for 1 to 10 years during
declined as they aged, which may have been brought this research.
on by the monotony of teaching the same material for
numerous years and the increased demands of Wolff, van den Bogert, Jarodzka, and Boshuizen
academic, administrative, and research aspects (David, (2014) showed that expert teachers were significantly
1972). However, young teachers sought to emulate more effective at predicting classroom management
more experienced ones and were driven to get better. events than novice teachers. This suggests that with
They may certainly employ audiovisual aids, ICT years of experience, teachers develop a better
equipment, and other techniques to enhance their understanding of classroom management, which
teaching capabilities. The experience increased as the enables them to anticipate issues and adapt their
age advanced. classroom management practices accordingly.

Table 1.2. Gender Additional work in schools in the United States by

Wiswall (2013), Papay and Kraft (2015), and Ladd and
Sorenson (2017), and a Dutch twin study by Gerritsen
et al. (2014) indicated that teacher experience had a
cumulative effect on students’ outcome.

Table 1.4. Educational Attainment

Table 1.2 shows that 78.5% of the respondents are

female, 17% are male, and 4.5% are LGBTQIA+. The
table shows that of the 200 respondents, most are
female teachers, with 157 respondents.

It conforms to the statement of Becker 2021: et al.,

2019, females more likely than males to promptly
taking part in a survey. As to teacher characteristics, Table 1.4 shows the distribution of respondents
female teachers, with more exposure to professional according to educational Attainment. Of the 200
development and more efficacious teachers, tended to respondents, 114, or 57% are with MA units, 70, or
have higher levels of job satisfaction. In addition, it 35%, are with bachelor’s degree. 15, or 7.5%, have a
found that the relationship between the extent of master’s degree, and 1, or 0.5%, have earned a
teacher cooperation and job satisfaction was more doctorate unit.
pronounced for male teachers at the same time, student
discipline was more important for the job satisfaction Based on the percentage of units in a master's degree,
of teachers with lower self- efficacy beliefs. teachers are capable enough of managing their
classrooms to become more competent in professional

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aspects. Through continuous education, career-minded Proficient Teachers in KRA 1, which is Content
individuals can improve their skills and become more Knowledge and Pedagogy, with the objectives of
proficient at their jobs. applied content expertise in all areas of the curriculum
and in teaching. As presented, it is highly observed
In theoretical terms, a higher educational attainment that teachers motivate their learners to investigate the
can imply either a better state of a teacher’s level of teaching area to expand their knowledge and satisfy
human capital development or can act as a positive their curiosity. Other indicators presented were all
signal of adept innate ability, academic motivation, observed with varying mean scores of 4.106.
and cognitive skills development compared to those
teachers without credentials. To that end, a teacher’s It affirmed that proficient teachers plan and organize
better human capital development may reflect more learning strategies to apply expertise in the subject
effective instructional craft, higher efficiency in matter and integrate content knowledge of learning
classroom management, and greater creativity to areas. The learners acquire the content better when the
bolster Learning (Liu 2021a). teacher relates the subject matter to their enabling
competencies and learning experiences from other
The strengths and weaknesses of the public disciplines.
elementary teachers during Classroom Observation
(CO) based on their level of performance Table 2.1.2. Display proficient use of Mother Tongue,
Filipino and English to facilitate teaching and
Content Knowledge and Pedagogy learning

Table 2.1.1. Applied knowledge of content within and

across curriculum teaching areas

Table 2.1.1 presents the Level of Performance of

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Table 2.1.2 presents the Level of Performance of Knowledge and Pedagogy, with the objective use of
Proficient Teachers in KRA 1, which is Content efficient verbal and nonverbal communication
Knowledge and Pedagogy with the objective of techniques in the classroom to promote student
displaying proficient use of the Mother Tongue, comprehension, involvement, engagement, and
Filipino, and English, to facilitate teaching and success. As presented, it observed that teachers
learning. As presented, it observed that teachers maintain an environment that encourages learners to
display proper knowledge and skills in delivering the develop practical communication skills which can be
lessons using the mandated medium of instruction in applied in social contexts and real-life situations. Other
different subject areas. Other indicators presented were indicators presented were all observed with varying
all observed with varying mean scores of 4.131. mean scores of 4.147.

This pertains to the teachers practicing effective This points out that the teacher uses good verbal and
communication strategies for the learners to
non-verbal communication strategies, which are
understand the lesson better. The teacher is more
aligned with each other and support most learners.
considerate in using the language that the learners
know. Through this, they would be more responsive in The table's KRA 1 Content Knowledge and Pedagogy
teaching them the lesson.
data shows the objective 1 applied knowledge of
content across and across curriculum teaching areas
Table 2.1.3. Use effective verbal and non-verbal
gained a composite mean of 4.106, which may be
classroom communication strategies to support
viewed as observed. Objective 2, which is Display
learner understanding, participation, engagement, and
proficient use of the Mother Tongue, Filipino, and
achievement English, to facilitate teaching and learning, gained a
composite mean of 4.131 with an interpretation of
observed. The third objective to use effective verbal
and non-verbal classroom communication strategies to
support learner understanding, participation,
engagement, and achievement, gained a composite
mean of 4.147, interpreted as observed. The overall
ratings of Key Results Area (KRA) 1 obtained a grand
mean of 4.128, interpreted as observed.

The success or failure of teaching a particular concept

lies in the pedagogical approach adopted by the
teacher, without which the teaching would appear to
the students, as Hiebert (2003) noted, the deficiencies
of the traditional approach, which is a contrast to the
pedagogical knowledge. Actual teaching should not
only contain the teacher’s skillful demonstration of
his/her knowledge. However, it should also include the
ability to guide the students to understand the content
of the knowledge meaningfully. This shows the
importance of pedagogical content knowledge in the
instruction of any classroom. Recent research in
science subjects highlighted teachers’ pedagogical
content knowledge as one of the most influential
factors contributing to students learning and
achievement (Gess-Newsome, 2013). It assumed that
higher levels of Pedagogical Content Knowledge allow
teachers to devise learning environments that
challenge and, at the same time, support students’
learning processes, with highly knowledgeable
teachers being able to anticipate students’ difficulties
and adaptively respond when students encounter
Table 2.1.3 presents the Level of Performance of problems.
Proficient Teachers in KRA 1, which is Content

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Table 2.2.2. Maintain learning environments that

promote fairness, respect, and care to encourage
Learning Environment learning

Table 2.2.1. Establish safe and secure learning

environments to enhance learning through the
consistent implementation of policies, guidelines, and
procedures

The Level of Performance of Proficient Teachers in

KRA 2, a Learning Environment, is shown in Table
The Level of Performance of Proficient Teachers in 2.2.2. This KRA is focused on maintaining learning
KRA 2, a Learning Environment, is shown in Table environments that emphasize fairness, respect, and
2.1.2. This KRA focuses on creating secure learning thoughtfulness to support learning. As stated, it was
environments to improve learning through the clearly seen that teachers and students consistently
consistent application of rules, regulations, and engage in pleasant classroom interactions at a high
procedures. According to the findings as they were level. The mean scores of the other provided
presented, teachers actively create a learning indicators, which varied, were all 4.255.
environment in which students regularly apply the
rules and procedures for classroom safety to actual This indicates that teacher-learner interactions always
circumstances. Other indicators presented were all model a high level of civility that can be applied
observed with varying mean scores of 4.232. within the classroom context.

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Table 2.2.3. Maintain supportive learning Results Area (KRA) 2 obtained a grand mean of 4.219,
environments that nurture and inspire learners to interpreted as highly observed. This rating indicates
participate, cooperate and collaborate in continued that the KRA 2 Learning Environment is high.
learning
According to Brooks (2010), the physical learning
environment significantly affects learning results.
Students who studied in an interactive setting
enhanced their learning outcomes to the point that they
even outperformed their own expectations as
determined by standardized tests. As a result, the
learning environment could encourage student to
exceed their goals more.

Diversity of Learners

Table 2.3.1. Designed, adapted, and implemented

teaching strategies that are responsive to learners with
disabilities, giftedness, and talents

The Level of Performance of Proficient Teachers in

KRA 2, which focuses on maintaining supportive
learning environments that encourage students to
participate, cooperate, and collaborate in continued
instruction, is shown in Table 2.2.3. As the data was
presented, it came out that teachers carried out
structured collaborative work. All the other indicators
that were shown had various mean values of 4.171.

This implies that the teacher provides sufficient

learning opportunities, which are somewhat aligned
with the learning goals, and engages most learners to
participate, cooperate, and collaborate in continued
learning.

The KRA 2 Learning Environment results, as shown in

the table, demonstrate that objective 1, which
establishes safe and secure learning environments to
facilitate learning through consistent application of
policies, guidelines, and procedures, obtained a
composite mean of 4.232, which is evaluated as highly Table 2.3.1 presents the Level of Performance of
observed. Objective 2, maintains learning Proficient Teachers in KRA 3, which is the Diversity
environments that promote fairness, respect, and care of Learners with the objective teaching techniques that
to encourage learning, gained a composite mean of are created, adapted, and put into practice for students
4.255 with an interpretation of highly observed. The with disabilities, giftedness, and talents. As it was
third objective, maintain supportive learning stated, it was observed that teachers used various
environments that nurture and inspire learners to techniques to meet the learning requirements of
participate, cooperate and collaborate in continued students with special educational needs. Other
learning, gained a composite mean of 4.171,
interpreted as observed. The overall ratings of Key

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Diversity of Learners data, as shown in the table,

indicators presented were all observed with varying reveals that objective 1 gained a composite mean of
mean score of 4.07. This indicates that the teacher 4.047, interpreted as observed, for teaching techniques
displays familiarity with learners’ backgrounds but that were devised, modified, and put into practice in
occasionally lacks responsiveness in addressing them. response to learners with disabilities, gifts, and talents.
Objective 2, adapt and use culturally appropriate
Table 2.3.2. Adapt and use culturally appropriate teaching strategies to address the needs of learners
teaching strategies to address the needs of learners from indigenous groups, gained a composite mean of
from indigenous groups 4.007 with an interpretation of observed. The overall
ratings of Key Results Area (KRA) 3 obtained a grand
mean of 4.027 interpreted as observed.

Several research results show that student learning

styles are highly dependent on the teaching methods
employed by the teacher. For different learning styles,
these teaching methods are ineffective. In other words,
the most effective learning method proved less
effective for students with different learning styles.
Students' preferred learning styles can encourage them
to reflect on their preferred methods of instruction,
giving them a greater sense of belonging and control
over their education. Learning styles serve as a
reminder that each student is unique. Finally, they can
increase teachers' enjoyment of teaching and help them
develop their professional skills (Colors-NewYork,
2019). Additionally, Cooperative learning can
effectively motivate students, promote active learning,
and develop students' critical reasoning, interaction,
and decision-making skills. On the other hand, if
teamwork is not adequately planned and facilitated, it
can frustrate students and instructors.

Significant Difference between Strength and

Weakness during Classroom Observation when
grouped into profile

Table 3.1. Significant Difference between Strength and

Weakness during Classroom Observation when
Grouped by Age
Table 2.3.2 presents the Level of Performance of
Proficient Teachers in KRA 3, which is Diversity of
Learners, with the objective to modify and employ
culturally pertinent teaching methods in order to meet
the needs of students from indigenous groups. As said,
it was noted that the teacher employs methods suitable
for addressing the educational needs of learners from
indigenous groups. Other indicators presented were all
observed with varying mean score of 4.131.

This indicates that the teacher displays familiarity with

learners’ cultural backgrounds but sometimes lacks
responsiveness in addressing them. The KRA 3

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Table 3.3. Significant Difference between Strength and

Weakness during Classroom Observation when
Grouped by Length of Service

Table 3.1 shows the Significant Difference between

Strengths and Weaknesses during Classroom
Observation when Grouped by Age. Based on the
results of the ANOVA analysis, the respondents, when
grouped by age, have no statistically significant
difference (p-value =0.495, which is greater than
a=0.05) in Content Knowledge and Pedagogy. In the
Learning Environment, the respondents, when grouped
by age, have no statistically significant difference (p-
value = 0.070, greater than a=0.05). However, the
respondents when grouped by age, have statistically Table 3.3 shows the Significant Difference between
significant differences (p-value = 0.015, which is less Strengths and Weaknesses during Classroom
than a=0.05) in the Diversity of Learners. Observation when Grouped by Length of Service.
Based on the results of the ANOVA analysis, the
Table 3.2. Significant Difference between Strength and respondents, when grouped by length of service, have
Weakness during Classroom Observation when no statistically significant difference (p-value = 0.461,
which is greater than a=0.05) in Content Knowledge
Grouped by Gender
and Pedagogy. In the Learning Environment, the
respondents, when grouped by length of service, have
no statistically significant difference (p-value = 0.094,
greater than a=0.05). The respondents when grouped
by length of service, have no statistically significant
difference (p- value = 0.077, which is greater than
a=0.05) in the Diversity of Learners.

The findings of this present study align with the

finding of Mahfooz and Mumta (2013), who found
that years of experience can affect teacher
effectiveness in managing students and teaching
strategies. Teachers with more years of teaching
experience are more knowledgeable, have different
attitudes, have reasonable interactions with class
Table 3.2 shows the Significant Difference between control and in making decisions, are more cautious in
Strengths and Weaknesses during Classroom making disciplinary decisions, have higher self-
Observation when Grouped by Gender. Based on the efficacies, and have abilities to manage their students’
results of the ANOVA analysis, the respondents, when challenging behaviors and control their classes.
grouped by gender, have no statistically significant
Table 3.4. Significant Difference between Strength and
difference (p-value = 0.105, which is greater than
Weakness during Classroom Observation when
a=0.05) in Content Knowledge and Pedagogy. The
Grouped by Educational Attainment
respondents, when grouped by gender, have
statistically significant differences (p-value = 0.034,
which is less than a=0.05) in the Learning
Environment. In Diversity of Learners, the
respondents, when grouped by gender, have no
statistically significant difference (p-value = 0.074,
greater than a=0.05).

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Table 3.4 shows the Significant Difference between Conclusion

Strengths and Weaknesses during Classroom
Observation when Grouped by Educational
Attainment. Based on the results of the ANOVA Based on the result and findings, it had then concluded
analysis, the respondents, when grouped by by the researcher that there was no significant
educational attainment, have statistically significant difference between the level of performance of the
teachers when they are grouped according to age by
differences (p-value = 0.001, which is less than
generation and length of service. On the other hand,
a=0.05) in Content Knowledge and Pedagogy. When
there is a significant difference between the level of
respondents are categorized by level of education in
performance of the teachers when they are grouped
the Learning Environment, there are statistically
according to age and educational attainment. Hence
significant differences (p-value = 0.004, which is less
the null hypothesis is accepted.
than a=0.05). The respondents when grouped by
educational attainment, have statistically significant Based on the summary of findings and conclusion
differences (p-value = 0.022, which is less than formed from the study conducted, the researcher
a=0.05) in the Diversity of Learners. would like to respectfully recommend the following
recommendations:
The interpreted data verify the different findings of the
related studies about the strengths and weaknesses of
1. The findings of this research revealed that public
public elementary school teachers during classroom elementary school teachers need to enhance their level
observation, pointing out that they need to acquire new of performance during a classroom observation, so
skills, broaden their knowledge, and keep up with the with this, the school administrators may utilize the
latest trends and practices in the actual field. results of this study as baseline data for them and may
consider adopting and contextualizing the proposed
Proposed Classroom Management Program classroom management program during classroom
observation to be adopted by their respective schools
The researcher proposes implementing a classroom towards maximizing teachers’ techniques and
management program entitled 3Rs (Reflect. Revive. strategies in managing various classroom situations.
Reinvigorate). Inefficient classroom management 2. The level of performance of teachers was found to
prevents effective teaching and learning from be observed. Hence it is strongly recommended that:
occurring. Regardless of the diversity in their classes, 2.1. The school administration and the staff should
excellent teachers seem to be effective with students of openly discuss required standards in the performance
all academic levels. Despite of how similarly or of duties and be updated on what is required of them
differently the students view their academic by making this one of the topics during learning action
accomplishment, if the teacher is ineffective, students cell sessions and in-service training.
under their instruction will make insufficient academic 2.2. Conducting and implementing the classroom
progress. Therefore, competent teachers have a variety observation tool should not be the last phase. A
of instructional tactics at their disposal, are adept at follow-up intervention must be addressed, primarily in
determining and articulating the ideal order and pace the areas that should be enhanced in the teaching-
for presenting their material and are knowledgeable learning process. Mentoring sessions should occur
where teachers find ways to work on their weaknesses.
about classroom management measures.
2.3. Schools should have a follow-up intervention
focusing on improving the teaching-learning process.
In conclusion, one of the essential components of
Discussions about the latest RPMS standards, video
successful teaching is competent classroom
editing, and photo editing should be part of the in-
management. Improved teaching outcomes, an
service training for educators.
expanded capacity to be a good teacher, and more job
2.4. To further the education of teachers, the school
satisfaction are all benefits of excellent classroom should start holding seminars and training sessions on
management. In other words, effective classroom various teaching methods and tactics for conducting
management and teaching go hand in hand. Effective courses in this era of the new normal.
classroom management techniques can be applied to 2.5. Class observers, such as the school head and
all subject areas and developmental stages to create an master teachers, should be adequately trained to
environment that is conducive to learning. They can provide the most effective supervisory observations
encourage pupils to control their conduct, lessen and guidance.
instances of misbehavior, and boost productivity. 3. The formulation of the program to enhance

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Research Article

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