Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 2 (2024)

The Effectiveness of Individual Performance Commitment Review Form as an Evaluation Tool to Improve Teachers’ Performance: Basis for Technical Assistance

Christopher E. Cruz

Discipline: Teacher Training

 

Abstract:

A well-structured evaluation such as Individual Performance Commitment and Review Form (IPCRF) can provide valuable feedback to teachers and contribute to their growth and effectiveness. This study aims to assess the effectiveness of the IPCRF as an evaluation tool for improving teachers' performance. This study utilized the mixed method approach particularly the sequential exploratory, blending both qualitative and quantitative research methods. The participants of the study were 59 composed of teachers and school heads from selected schools in Casiguran District 2. The qualitative phase of this research relied on semi-structured interview guides. For the quantitative phase, a researcher-made survey questionnaire was utilized. Results revealed that teachers were rated primarily as having performed outstandingly. However, the level of effectiveness of IPCRF in assessing the teachers’ performance, as assessed by school heads and teachers, is low in terms of the plus factor. School heads need to provide forms of technical assistance to the teachers, to ensure that necessary resources, such as teaching materials or technology, are made available to support teachers' improvement efforts. Meanwhile, the issues and concerns encountered by the teachers, as assessed by school heads and teachers, are high as to work performance. Thus, the proposed in-house feedback session aims to improve teachers’ performance through the provision of technical assistance. School heads and teachers may participate in seminars and training sessions offered by Department of Education (DepEd) officials in conjunction with teachers to improve their comprehension of the IPCRF.



References:

  1. Adams, C., Wilson, D., & Miller, E. (2022). Prac-tical applications of performance assess-ment tools in improving teacher effec-tiveness. *Educational Psychology Re-view*, *38*(2), 212-230.
  2. Adams, L., & Miller, R. (2016). Impact of teacher evaluation on instructional im-provement: A cross-national study. *School Improvement Quarterly, 37*(1), 56-71.
  3. Adams, L., et al. (2022). Performance assess-ment tools and their influence on teacher effectiveness: A comprehensive study. *Journal of Educational Research, 59*(4), 421-438.
  4. Brown, S. (2021). Continuous feedback and support: Essential elements of teacher performance evaluation. *Teaching and Learning Quarterly, 33*(1), 56-71.
  5. , T. (2021). Continuous feedback and support in teacher performance evalua-tion. *International Journal of Education*, *55*(4), 489-504.
  6. Dela Cruz, J., et al. (2021). Perceptions of Fili-pino teachers on the Individual Perfor-mance Commitment and Review (IPCR) Form and its influence on performance. Journal of Educational Research, 56(4), 421-435.
  7. Dela Cruz, J., et al. (2021). Perceptions of Fili-pino teachers on the Individual Perfor-mance Commitment and Review (IPCR) Form and its influence on performance. Journal of Educational Research, 56(4), 421-435.
  8. Elpisah and Hartini (2019). Principal Leader-ship Style and Its Effect on Teachers Per-formance. Jurnal Aplikasi Manajemen, Volume 17, Number 3, Pages 506–514.Malang: Universitas Brawijaya. http://dx.doi.org/10.21776/ub.jam.2019.017.03.15
  9. Fernandez, S. (2020). Localized teacher per-formance evaluation methods and their adaptation to the Philippines' unique needs. Philippine Educational Review, 34(3), 211-228.
  10. Fernandez, S. (2020). Localized teacher per-formance evaluation methods and their adaptation to the Philippines' unique needs. Philippine Educational Review, 34(3), 211-228.
  11. Garcia, R. (2019). Evaluating Teachers for Im-provement: A Case Study of IPCR Forms in Educational Contexts. Journal of Edu-cational Assessment, 28(2), 145-162.
  12. Garcia, R. (2020). Challenges faced by School Heads in providing technical assistance to teachers based on IPCR results. School Leadership Review, 12(1), 56-68.
  13. Garcia, R. (2020). Challenges faced by School Heads in providing technical assistance to teachers based on IPCR results. School Leadership Review, 12(1), 56-68.
  14. Gutierrez, E. B. (1). Performance Evaluation Practices of Select Higher Education In-stitution in the City of Manila: Basis for Enhancing Faculty Perfor-mance. International Journal of Multidis-ciplinary: Applied Business and Education Research, 4(12), 4239-4243. https://doi.org/10.11594/ijmaber.04.12.07
  15. Henry Yuh Anchunda (2021). A teacher devel-opment model based on coaching and professional learning community (PLC) to enhance foreign teachers’ effective teach-ing ability in Thailand. Volume 42, Issue 4, 2021, pp.932-939
  16. Johnson, A. (2020). Individualized perfor-mance evaluation: A pathway to improv-ing teacher outcomes. *Journal of Educa-tional Assessment, 28*(3), 301-316.
  17. Johnson, P. (2020). Individualized perfor-mance evaluation for fostering teacher development. *Educational Leadership*, *72*(1), 67-82.
  18. Lopez, M., & Cruz, J. (2023). Aligning the IPCR Form with Teacher Needs Insights from Casiguran District 2. Journal of Education and Development, 55(1), 78-94.
  19. Martinez, M., & Garcia, E. (2019). Tailoring teacher evaluation systems to specific contexts: A global perspective. *International Journal of Educational Pol-icy, Research, and Practice, 22*(2), 211 226.
  20. Martinez, M., & Garcia, S. (2019). Adapting teacher evaluation systems to diverse educational contexts. *Comparative Edu-cation Review*, *63*(2), 201-218.
  21. Pallega, L. P. (2022). Training and Develop-ment of Business Instructors in Relation to Faculty Performance. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 3(4), 507 -. https://doi.org/10.11594/ijmaber.03.04.03
  22. Petronio Aparijo Ordavisa, Jr., Inocencia M. Cañon, (Dev.EdD) (2020) Relevance of Instructional Supervision to Teachers and School Heads’ Performance [abstract] Volume 7, Issue 1, 2020, pp.89-9
  23. Reyes, A. (2023). Enhancing teacher perfor-mance through evaluation tools in the Philippine education system. Educational Journal, 45(3), 321-335.
  24. Reyes, A. (2023). Enhancing teacher perfor-mance through evaluation tools in the Philippine education system. Educational Journal, 45(3), 321-335.
  25. Reyes, A., & Lim, K. (2019). Teacher perfor-mance evaluations and their relation to professional development opportunities in the Philippines. Asia-Pacific Journal of Education, 42(2), 189-204.
  26. Reyes, A., & Lim, K. (2019). Teacher perfor-mance evaluations and their relation to professional development opportunities in the Philippines. Asia-Pacific Journal of Education, 42(2), 189-204.
  27. Santos, M. E., & Cruz, L. P. (2022). Mentorship programs and their impact on teacher ef-fectiveness in Philippine schools. Teach-ing and Learning Quarterly, 18(2), 87-101.
  28. , M. E., & Cruz, L. P. (2022). Mentorship programs and their impact on teacher ef-fectiveness in Philippine schools. Teach-ing and Learning Quarterly, 18(2), 87-101.
  29. Santos, M. E., et al. (2019). Alignment of the IPCR with the K-12 curriculum in the Philippines: Implications for teacher de-velopment. Journal of Curriculum and In-struction, 28(4), 301-315.
  30. , M. E., et al. (2019). Alignment of the IPCR with the K-12 curriculum in the Philippines: Implications for teacher de-velopment. Journal of Curriculum and In-struction, 28(4), 301-315.
  31. Santos, M., & Reyes, J. (2022). Teacher Satis-faction with the IPCR Process: A Case Study in [Insert Specific School District]. Educational Evaluation Quarterly, 40(4),512-528.
  32. Smith, A., & Johnson, B. (2023). The role of performance assessment tools in enhanc-ing teacher development. *Journal of Ed-ucational Research*, *47*(3), 345-362.
  33. Smith, A., Johnson, B., & Brown, C. (2020). En-hancing Teacher Performance Through Evaluation: Insights from Effective Prac-tices. Journal of Educational Research, 45(3), 321-335.
  34. , J., & Johnson, R. (2023). The role of per-formance evaluation in education: En-hancing teacher development. *Educational Psychology Review, 47*(2), 189-205.
  35. , M. J. L., Bakingkito, P. R. G., Atanacio, P. F., Dauis, D. V. S., Malang, B. P., & Vigonte, F. G. (2023). Seaborne Patrollers Performance Evaluation: A Framework for A Proposed Development Plan. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(2), 366-377. https://doi.org/10.11594/ijmaber.04.02.04
  36. UNESCO. (2021). Education for Sustainable Development Goals: Learning Objec-tives. United Nations Educational, Scien-tific, and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000367305
  37. UNESCO. (2021). Global Education Monitoring Report 2021: Building bridges, not walls. https://unesdoc.unesco.org/ark:/48223/pf0000367565 OECD. (2020). PISA 2018 Results (Volume II): Where All Students Can Succeed.
  38. Villanueva, S., & Torres, A. (2021). Assessing Teacher Performance and Student Achievement: A Study in Casiguran Dis-trict 2. Educational Policy Analysis, 37(3), 289-306.
  39. White, L., & Turner, R. (2019). Feedback mechanisms and their impact on profes-sional growth in teaching. *Educational Assessment*, *44*(3), 311-326.
  40. White, P., & Turner, L. (2019). Teacher feed-back mechanisms and professional growth: Across-national analysis. *Comparative Education Review, 37*(4), 398-413.
  41. Ying Yan, Rong Yan, Samad Zare, Yixuan Li (2023). Teachers’ Attitudes Towards the Effectiveness of Collaborative Reflection Support Method: The Impact of Achieve-ment Goal and Community Identification. Volume 6, Issue 1, pp. 18.
  42. Zainuddin, S., Isa, C.R. (2019). The role of workplace fairness and information shar-ing in a budget setting process: An empir-ical study. Volume 21, Issue 2, 2019, pp.135-158

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic