Criterion-Based Review of Teachers’ Classroom Performance in The Philippine School in Dubai: Administrators’ Perception vs. Teachers’ Self-Review

Authors

DOI:

https://doi.org/10.23947/2334-8496-2022-10-1-35-46

Keywords:

classroom performance, teacher evaluation, teacher performance, criterion-based review

Abstract

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

Downloads

Download data is not yet available.

References

Acosta, A., & de Guzman, A. (2017). A panorama of conflict mediation experiences of a selected group of administrators representing the Philippine School Overseas. International Journal of Educational Policy Research and Review, 4(7), 158-168. https://doi.org/10.15739/IJEPRR.17.017 DOI: https://doi.org/10.15739/IJEPRR.17.017

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., Pianta, R., & VanDerHeyden, A. (2019). Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System. Secondary, School Psychology Review, 42:1, 76-98. https://doi.org/10.1080/02796015.2013.12087492 DOI: https://doi.org/10.1080/02796015.2013.12087492

Amrein-Beardsley, A. (2020). Policies and practices of promise in teacher evaluation: The introduction to the special issue. Education Policy Analysis Archives, 28(55). https://doi.org/10.14507/epaa.28.5443 DOI: https://doi.org/10.14507/epaa.28.5443

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & education, 54(3), 759-766. https://doi.org/10.1016/j.compedu.2009.09.033 DOI: https://doi.org/10.1016/j.compedu.2009.09.033

Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School effectiveness and school improvement, 30(1), 3-29. https://doi.org/10.1080/09243453.2018.1539014 DOI: https://doi.org/10.1080/09243453.2018.1539014

Brooks, A. (2016). Sample 101: Profiling. Brookmark. Retreived from: https://www.brookmark.com/sample-101-profiling/

Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Effective practices: Centre for Teaching Support & Innovation, University of Toronto. Retrieved from: https://teaching.utoronto.ca/teaching-support/peer-observation-of-teaching/part-iii-tools-instruments-observation/#POT3e

Chism, N.V.N. (2007). Peer Review of Teaching: A Sourcebook. Nancy Van Note Chism. Second Edition. Bolton, Mass.: Anker Publishing Company, Inc. XVII; 209.

Commission on Filipinos Overseas. (Od.). Commission on Filipino Overseas - About Us. Retrieved from: https://www.cfo-pso.org.ph/

Darling-Hammond, L. (2013). Think systemically. Getting teacher evaluation right: what really matter for effectiveness and improvement. (Pp. 1-6). Oxford, England: Teachers College Press.

Department of Education Memo. No. 479. (2009). List of Accredited Philippine Schools Overseas: Department of Education, 2009. [Data file]. Available from Department of Education Web site. Retrieved from: https://www.deped.gov.ph/wp-content/uploads/2018/10/DM_s2009_479.pdf

Dhakal, K. (2017). Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools. The Third Pole: Journal of Geography, 17, 51-58. https://doi.org/10.3126/ttp.v17i0.19982 DOI: https://doi.org/10.3126/ttp.v17i0.19982

DSIB. (2020). The Philippine School-Inspection Report 2019-2020. Dubai Knowledge: Dubai Schools Inspection Bureau (DSIB). Retrieved from: https://tpsdxb.com/wp-content/uploads/2020/07/The-Philippine-School-Inspection-Report_-Amina-Ali_3_25_2-1.pdf

Indrawati, P. (2015). Management and business research methods. Bandung: PT. Refika Aditama.

Kollöffel, B., & de Jong, T. (2016). Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback. Interactive learning environments, 24(7), 1428-1438. https://doi.org/10.1080/10494820.2015.1016535 DOI: https://doi.org/10.1080/10494820.2015.1016535

Kumar, K. (2010). Use of a conference model within an introductory science course to accommodate student diversity and to promote student engagement and creativity. Poster presented at the 30th annual meeting of the Society for Teaching & Learning in Higher Education, Toronto, ON.

Kyriakides, L, Demetriou, D & Charalambous, C. (2007). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48:1, 1-20. https://doi.org/10.1080/00131880500498297 DOI: https://doi.org/10.1080/00131880500498297

Little, O., Goe, L., & Bell, C. (2009). A Pratical Guide to Evaluating Teacher Effectiveness, National comprehensive center for teacher quality. Learnig Point Associates. Washington, USA.

Mapa, S. (2020). Total Number of OFWs Estimated at 2.2 Million. Philippine Statistics Authority. National Statistician and Civil Registrar General. Retrieved from: https://psa.gov.ph/content/total-number-ofws-estimated-22-million

Neumann, K., Kind, V., & Harms, U. (2019). Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 41(7), 847-861. https://doi.org/10.1080/09500693.2018.1497217 DOI: https://doi.org/10.1080/09500693.2018.1497217

OECD. (2018). Effective Teacher Policies: Insights from PISA, PISA, OECD Publishing, Paris. https://doi.org/10.1787/9789264301603-en DOI: https://doi.org/10.1787/9789264301603-en

Ogbaji, D. I. (2017). Teachers’ perception of the utilization of instructional materials in teaching social studies in junior secondary schools in Calabar municipality, Cross river state, Nigeria. Global Journal of Educational Research, 16(2), 95-100. https://doi.org/10.4314/gjedr.v16i2.3 DOI: https://doi.org/10.4314/gjedr.v16i2.3

Roberto, J., & Madrigal, D. (2019). Teacher Quality in the Light of the Philippine Professional Standards for Teachers. Philippine Social Science Journal, 67-80. Retreived from: https://www.researchgate.net/publication/332103677_Teacher_Quality_in_the_Light_of_the_Philippine_Professional_Standards_for_Teachers DOI: https://doi.org/10.52006/main.v1i1.13

Sapungan, R. (2013). An assessment of the performance of philippine international schools in jeddah, kingdom of saudi arabia: A basis for od interventions for sustainabl quality education. Asian Journal of Social Sciences and Humanities, 2(1): 273-289. Retreived from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1047.3064&rep=rep1&type=pdf

Sawchuk, S. (2015, September 3). Teacher Evaluation: An Issue Overview. Educaton Week. Retrieved December 10, 2021, from: https://www.edweek.org/teaching-learning/teacher-evaluation-an-issue-overview/2015/09

Sharpe, D. (2015). Chi-square test is statistically significant: Now what? Practical Assessment, Research, and Evaluation, 20(1), 8. https://doi.org/10.7275/tbfa-x148

Stewart, V. (2012). A World-Class Education: Learning from International Models of Excellence and Innovation. Virginia, USA: ASCD Publication.

TIMSS. (2019). International Comparative Assessments of Student Achievement in Mathematics And Science (TIMSS). International Results in Mathematics and Science. TIMSS & PILRS International Study Center. Boston College. Retreived from: https://timss2019.org/reports/

University of Minnesota. (2009). University of Minnesota: Faculty & Academic Affairs. Peer Review of Teaching. Retrieved from: https://faculty.umn.edu/support-resources/peer-review-teaching

Van Driel, J. H., & Berry, A. (2010). Pedagogical content knowledge. In International Encyclopedia of Education (pp. 656-661). Academic Press. https://doi.org/10.1016/B978-0-08-044894-7.00642-4 DOI: https://doi.org/10.1016/B978-0-08-044894-7.00642-4

Waldman, C. (2016). Four elements for creating a positive learning environment. Alliance for Excellent Education. Retrieved from: https://all4ed.org/blog/four-elements-for-creating-a-positive-learning-environment/

Published

2022-04-20

How to Cite

Basbas, A., & Libot, B. (2022). Criterion-Based Review of Teachers’ Classroom Performance in The Philippine School in Dubai: Administrators’ Perception vs. Teachers’ Self-Review. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(1), 35–46. https://doi.org/10.23947/2334-8496-2022-10-1-35-46

Plaudit

Received 2021-12-01
Accepted 2022-03-13
Published 2022-04-20