Classroom Observation Practices of School Leaders: Basis for Enhancing the Performance Management and Evaluation System (PMES) Implementation
DOI:
https://doi.org/10.5281/zenodo.19221755Keywords:
Classroom observation practices, pre-observation, actual observation, post-observation feedback, coaching and mentoringAbstract
This study evaluated the Performance Management and Evaluation System (PMES) implementation in Vinzons District, focusing on school leaders' classroom observation practices and coaching challenges. Utilizing descriptive-comparative and correlational methods with 426 respondents, findings revealed that while overall observation practices were rated as "Very Much Practiced" (means of 4.48–4.84), significant developmental gaps persisted. Teachers reported that pre-observation conferences and timely feedback were only "Occasionally Practiced," and a Kruskal-Wallis H-Test (H = 7.305, p = .026) confirmed significant inconsistencies in pre-observation activities across leadership roles. Challenges in coaching, particularly regarding inclusive instruction and differentiated strategies, were rated "Somewhat Challenging" (mean = 3.57). Spearman’s Rank-Order Correlation indicated that these mentoring challenges significantly correlate with the pre-observation ($\rho = .410$) and actual observation ($\rho = .361$) phases. Consequently, the study partially rejected both null hypotheses regarding leadership differences and the relationship between practices and challenges. The research concludes that while procedural compliance is strong, the developmental intent of PMES is undermined by inconsistent preparatory and feedback loops. To bridge these gaps, the study proposes Project COACH PLUS, recommending that school leaders and district supervisors institutionalize uniform observation protocols, enhance instructional coaching competencies for diverse learners, and engage in joint calibration to ensure professional neutrality. Future research should utilize mixed-methods approaches to further validate these interventions within the PMES framework.
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