Abstract
ABSTRACT
This convergent mixed study examined the moderating effect of systematic classroom observation on the relationship between the behavioral competencies and performance of teachers perceived by elementary teachers of Tulunan, Cotabato. The researcher conducted convergence of quantitative and qualitative data hoping to help teachers, school principals and future researchers to address some gaps about systematic classroom observation. This study was participated by 200 teachers, evaluating classroom observation examining its influence on the teachers’ teaching performance and behavioral competencies measured using adapted survey questionnaire and in-depth interview. Results revealed that systematic classroom observation has significant relationship and significant influence on both teaching performance and behavioral competencies among elementary school teachers. Additionally, it revealed that the behavioral competencies and systematic classroom observation significantly predicts the teaching performance among elementary school teachers. Moreover, study widened the idea on the perceived impact of systematic classroom observation to the performance of elementary teachers with emerging themes in the structured theme are improvement of planning and teaching skills; assessing content knowledge; and develop teaching strategies. Additionally, the perceived challenges of elementary teachers in the systematic classroom observation revealed emerging themes in the structured theme are learners’ behavior; class size; classroom management and cause of stress. Furthermore, perceived help of the systematic classroom observation to the behavioral competencies of elementary teachers revealed emerging themes such as guide for improvement; evaluation and assessment; ability to accept constructive criticism; advocate professional growth; and receives technical assistance. Lastly, this study revealed that the significant relationship of systematic classroom observation to both teaching performance and behavioral competencies converge with the emerging themes of its impact to both teaching performance and behavioral competencies. This study recommends investigating other external components such as individual and family variables are explored to get a clearer picture on other factors that will have any impact on teachers’ performance and behavioral competencies which in turn are determinants of behavioral issues that happen within the organization.