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American Journal of  
Arts and Human Science (AJAHS)

Classroom Observation and Teachers’ Professional Development Activities: Basis for 
Intervention Plan

Grecilyn Reños1*, Pepa Pontillas1

Volume 3 Issue 3, Year 2024
ISSN: 2832-451X (Online) 

DOI: https://doi.org/10.54536/ajahs.v3i3.3077
https://journals.e-palli.com/home/index.php/ajahs

Article Information ABSTRACT

Received: May 29, 2024
Accepted: June 30, 2024
Published: July 03, 2024

Classroom observations systematically measure teachers’ performance, offering an effective 
professional development method. This study examines teachers’ perceptions of  classroom 
observation and its impact on their professional growth. It evaluates the extent of  classroom 
observation and its relationship with professional development during pre-observation, actual 
observation, and post-observation phases. The study involved 376 elementary teachers from 
Manolo Fortich District II and III, Division of  Bukidnon, using a tool adapted from DepEd, 
COT (RPMS) for Teacher I-III. A mixed-method research design and universal sampling 
were employed, with mean, standard deviation, and Pearson Product Moment Correlation 
for statistical analysis. Results indicated a very positive level of  classroom observation 
and professional development. Significant relationships were found between classroom 
observation phases and professional development activities like LAC sessions, training, and 
postgraduate study. Teachers perceive classroom observations as enhancing their knowledge, 
skills, and teaching practices, providing professional development opportunities, and 
contributing to their overall growth. It is recommended that teachers pursue postgraduate 
studies to further improve their teaching skills and knowledge in various subjects.

Keywords
Classroom Observations, 
Professional Development

1 PHINMA Cagayan de Oro College, Philippines
* Corresponding author’s email: grco.renos.coc@phinmaed.com

INTRODUCTION
Classroom observation is considered one of  the 
strategies to improve teachers’ ability to teach and gauge 
students’ outcomes. It is intended to enhance teachers’ 
classroom practices and effectiveness in teaching.  This 
study aims to identify the instructional practices and 
problems experienced by the teachers in the classroom. 
It is a method of  assessing how the teachers process 
their instruction and provide helpful feedback to improve 
classroom instruction.
Some teachers disfavor classroom observations. They 
have to prepare the instructional materials to be used, 
apply technology in their lessons, and check the classroom 
to see if  it is conducive to the learners. Consequently, they 
feel uncomfortable if  someone is watching while teaching, 
and they are afraid of  the outcome of  the observations. 
From their perspective, they can teach well if  nobody is 
observing them.
Nonetheless, such feelings of  discomfort and stress 
from being observed should hinder one from attaining 
professional development, which is achieved through 
classroom observations.  The researcher, who is a teacher 
in Manolo District and who has taught for a number of  
years, believed that classroom observation can assess 
teaching and learning and can develop teachers’ skills 
and knowledge. The different phases of  observation are 
beneficial for their professional development. The three 
phases of  observation are as follows, pre-observation, 
actual observation and post-observation. These are 
the process of  evaluating and recording the interaction 
between teachers and students to improve the teaching 
practices and performance of  the students. As a result, 

such a process helps them develop their professional 
skills. The researcher wants to assess how classroom 
observation and professional development activities 
have helped teachers enhance their knowledge, skills, and 
competence.
In this context, teachers should understand that 
observation is essential throughout their teaching career 
because it is a part of  the instructional supervision of  
their school heads.  Supervision is an essential step in 
improving teaching and instructional procedures. It is not 
intended to create stress and anxiety but to be fully aware 
that classroom observation is a means to develop them 
professionally.
Teacher observation is important to student performance 
because it is generally evaluative in character. As an 
approach to professional development that enhances 
instruction and student outcomes, observation is being 
used by an increasing number of  schools. It can be 
somewhat concerning for a teacher to be observed in 
the classroom. The school, principals, and teachers 
would all gain much from teacher observation, which 
also serves as a form of  professional development. 
More and more administrators and teachers are viewing 
observation as a form of  collaborative professional 
development (Education World, 2023). Katal et al. (2021) 
enumerated three stages of  classroom observation. The 
pre-observation phase is the first where the observer and 
the observer get a chance to talk about the basis of  the 
observation, where the teacher will be evaluated, and 
what kind of  feedback is being sought. The setting of  the 
lecture, the type of  interaction that is anticipated from the 
students, the expected result, and the method by which 



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the observer will be presented to the students are all given 
to the observers.
In the next stage, the observation phase contributes to the 
observer’s teaching abilities while also providing valuable 
insights into the observer’s teaching strategies. The 
students should be informed of  the learners’ presence, 
but he is not allowed to participate in class activities 
while the observation is going on. Telling them that 
the observer isn’t there to assess their performance and 
effectiveness is important. The presence of  the observer 
shouldn’t influence the way the teachers deliver the lesson 
in any way from how they do it normally. Taking notes on 
the points while observing helps the observer’s ability to 
prepare of  the teacher.
As to the third stage, which is post-observation, the 
observer and the observer have to discuss the feedback. 
During their observation, some observers jot down 
significant points. However, in order to easily remember 
the specifics of  the lesson delivery, it is important to 
hold a post-observation meeting as soon as possible. 
Additionally, especially in the areas where the observer 
has requested feedback, the observer is expected to 
provide a post-observation form.
One of  the best and most conventional methods of  
serving as a mirror for a teacher is classroom observation. 
This is a way to let teachers understand where they are 
in terms of  their skills, not only in the delivery of  the 
curriculum but also in their classroom management and 
their different techniques and abilities.  Teachers are the 
backbone of  educational activity and the success of  any 
educational endeavor is highly dependent on their job 
performance.
In the Philippines, the Republic Act 10533, known as 
the Enhanced Basic Education Act of  2013, underscores 
that classroom observation is used to measure and ensure 
quality teaching. According to Section 14 of  the law, the 
Department of  Education is required to report on the many 
implementation-related factors, such as teacher welfare 
and training needs, which can be assessed by observation 
in the classroom. Feedback offers chances for idea sharing 
and high-quality input for ongoing improvement. 
Further, Jogan (2018) defined classroom observation 
as a purposeful examination of  teaching and learning 
events through the systematic processes of  data 
collection and analysis is the observation of  instruction 
in a classroom or other learning environment, either 
formally or informally. Feedback targeted at enhancing 
their classroom management and teaching strategies is 
frequently provided through classroom observations, 
typically carried out by administrators, other teachers, 
or instructional specialists. As an extension of  official 
supervision, school administrators also often watch 
teachers.
Further, emphasizing the importance of  professional 
development, this study also attempts to determine the 
different phases of  professional development such as 
LAC sessions, training and postgraduate study. The 
researcher believes that these phases would further 

enhance teachers’ content knowledge, increase their 
competence in teaching, and promote effectiveness and 
professional growth, as shown in their classrooms.
Professional development is the set of  tools. These 
resources allow educators to learn new teaching techniques, 
receive mentoring, and deepen their expertise in their 
field. Those who participate in workshops or leadership 
sessions develop and enhance specialized skills, including 
technical, quantitative, and analytical skills (TOPHAT, 
2023). Schwartz (2023) pointed out that professional 
development will be part of  almost every teacher’s career. 
They have to attend the offered training, participate in 
group projects, or look for workshops and conventions. 
She said that effective professional development would 
provide educators the chance to expand their knowledge 
and hone their craft, which might improve student 
results. instructors can work together on this as a means 
of  collaboration, and school administrators can assist 
their instructors in this way as well.
Robinson (2019) shared his ideas about why these matter 
in education. Teachers that take part in professional 
development courses will be exposed to fresh concepts 
and viewpoints. It would also increase their expertise in 
the field and later build their confidence in their work. 
This confidence will be carried over to the classroom and 
can be shared with the students. Enrolling in professional 
development courses offers educators innumerable 
opportunities to widen their ideas, deepen their 
understanding, and see things from different points of  
view within their area of  expertise. Teachers can question 
established practices, investigate different strategies, 
and adjust to changing educational environments 
by experimenting with new concepts, methods, and 
techniques. This exposure to other viewpoints promotes a 
culture of  lifelong learning and professional development 
in addition to attracting intellectual curiosity. Professional 
development courses can allow teachers to refine their 
abilities and deepen their knowledge in certain fields of  
interest or specialization. By means of  focused training 
sessions, workshops, and seminars, educators enhance 
their teaching strategies, obtain advanced skills related 
to their careers, and obtain practical insights. In addition 
to improving instruction and student learning, this 
expansion of  knowledge places teachers in how to lead 
and efforts function within their schools. For teachers, 
taking professional development courses is a path of  
transformation shaped by learning, development, and self-
discovery. Teachers become positive change individuals 
who push creativity and continual improvement in the 
educational system by embracing new ideas, expanding 
their expertise, and fostering a sense of  confidence in 
their profession.

LITERATURE REVIEW
Classroom Observation
Classroom observation investigates its impact on the 
behavioral competencies and instructional effectiveness 
of  the teachers as determined by an in-depth interview 



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and a modified survey questionnaire. The results showed 
that among primary school instructors, systematic 
classroom observation had a strong relationship and 
influence on both teaching performance and behavioral 
competence. Furthermore, it was discovered that among 
primary school teachers, behavioral competence and 
rigorous classroom monitoring significantly influence 
teaching performance. Moreover, the study widened the 
idea of  the perceived impact of  systematic classroom 
observation on the performance of  elementary teachers, 
with emerging themes in the structured theme of  the 
improvement of  planning and teaching skills, assessing 
content knowledge, and developing teaching strategies 
(Auman & Asuncion (2023).
According to Wahid and Halim (2018), classroom 
observation plays a central role in making teaching 
and learning more visible. Teachers can enhance their 
classroom management and instructional approaches by 
using the collaborative critical feedback it offers. When it 
comes to determining the learning opportunities for their 
students, teachers find it crucial to see how students and 
teachers interact in the classroom Observing classes also 
inspires colleagues to work together to enhance student 
learning and instructor effectiveness. Feedback from 
classroom observations is a useful tool for giving teachers 
the knowledge they need regarding the conduct of  their 
classrooms and can support their ongoing professional 
development.
Along with the article of  Biswas (2023) posited that 
classroom observation is very important to help the 
teaching and learning process be more effective. The 
purpose of  this is to verify that teachers are using all 
required resources and teaching in a systematic way. 
In order to help pupils understand the concepts being 
taught to them, learning now places more emphasis on 
breaking each concept down into smaller parts. Assuring 
that pupils are learning effectively is the most crucial part 
of  classroom observation. To ensure that instructors 
have the right training to advance their careers, it is also 
done to assess the knowledge and skills of  the teachers.
On the same line, Siddiqua (2019) asserts that classroom 
observation is potentially a useful tool for a teacher’s 
professional development and works best when the 
personal capacity of  a teacher, an observer, and the school 
will provide a basis for effective use and outcome for 
teachers. The major findings of  her study revealed that 
teachers found the pre- and post-observation sessions 
to be very useful for their professional development. 
It helps them understand the roots of  their problems. 
It also provided them the guts and mental aptitude to 
concentrate more on their enhanced actions and advance 
their professional abilities.

Pre-Observation
Pre-observation consists of  initial consultation with the 
instructor, discussing his expectations and context of  the 
observation, and reviewing the syllabus and other relevant 
materials that support student learning. The supporting 

course materials are foundational to teaching and learning 
in the classroom. These relevant materials should be 
provided prior to the pre- observation consultation. The 
pre- observation consultation is meant to set a collegial 
tone and establish rapport, mutual trust and respect 
between the observer and the instructor. The observer 
can discuss with the instructor specific areas that need 
attention during the observation, such as effective 
lecturing and active learning.
According to the Department of  Education and Training 
of  the State of  Victoria as cited by Ya-nan (2023), in the 
pre-observation stage, both the observer and teacher need 
to make some preparations. To reach understanding on 
the precise emphasis of  the observation, a discussion or 
meeting is required before to the classroom observation. 
Focus areas could include pedagogical approaches, 
instructional strategies, curriculum organization, lesson 
preparation, learning objectives, assessment techniques, 
using questioning to gauge student comprehension 
and assess the efficacy of  the teaching style, classroom 
management, and supplies and resources.

Actual Observation
According to the Center for Faculty Excellence, 
classrooms are complex learning environments where the 
instructor, students, content, and activities all intersect to 
foster learning. Observing an instructor in the classroom 
requires a high level of  awareness from the observer. The 
observer watches explicitly the interactions, focusing on 
the areas discussed with the instructor during the pre-
observation consultation. The observation provides an 
opportunity to capture concrete and specific information 
about what is happening in the classroom that the 
instructor might not be able to see while teaching.
Similarly, Zhu Ya-nan (2023) stated that the second stage, 
which is the actual observation, is guided by the focus, 
which is decided in the pre-observation. The observer must 
focus on what he noticed, recorded, or assessed during 
the observation process . In order to get useful findings 
from classroom observation, some kind of  recording and 
documentation of  what is observed must be used.

Post – Observation
The post-observation discussion is intended to help the 
instructor further explore, develop, and enhance their 
classroom management and instructional techniques. 
This discussion will help affirm what worked well, 
communicate what to change, and how to incorporate 
changes into the curriculum. A technique for the post-
observation discussion is for the observer to begin the 
conversation by asking the instructor how they think 
the class went. From this point, it is important to always 
connect observed evidence and real events to how 
students learn (Center for Faculty Excellence).
Observational instruments are used to collect a wide 
range of  evidence during the classroom observation, 
After the data collection process, reflection and feedback 
are needed. The post-observation phase provides an 



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opportunity for reflection and discussion of  the observed 
teaching practices between the teacher and the observer. 
The questions will be about the feeling of  the teacher 
during the observation, the accomplishment of  the 
objectives through the students, the teaching strengths, 
the problems encountered and the suggestions for 
improvement (Zhu Ya -nan, 2023).

Professional Development Activities
Teachers gain better professional knowledge, skills, 
attitudes, and values through ongoing professional 
development. The Continuing Professional Development 
(CPD) was introduced by the Philippine government in 
an effort to improve the nation’s adherence to community 
standards. This law stipulates that in order to obtain a 
license from the Philippine Regulation Commission, 
professionals must accrue units by attendance at seminars, 
training sessions, and other events. It is in this premise 
that the researcher included in this study the professional 
development of  teachers with the three components 
such as LAC sessions, trainings and post graduate study 
(Padillo et al., 2021).
The efforts to update teacher’s knowledge and practices 
have been focused particularly on teacher professional 
development with emphasis on the roles of  teachers as 
active agents of  the learning process. With the ongoing 
implementation and assessment of  curriculum reform 
in the Philippines, various forms of  PD aim to improve 
teachers’ skills and align them with reform objectives ( 
Gutierez, 2019).
Padillo et al. stated that Teaching competences, which 
include instructional skills, subject matter knowledge, 
rapport-building with students, and classroom 
management abilities, should be had by all educators. 
These competencies can be acquired through professional 
activities. Skilled educators possess both personal and 
professional qualities that can inspire pupils to achieve 
better in the classroom. In addition, according to Ajayi, 
Onebeju, and Olutayo (2020), good teachers who possess 
a mastery of  content, suitable pedagogical qualifications, 
and a positive attitude toward teaching play a significant 
role in student’s educational attainment. He further 
added that for the teachers to possess the skills to deliver 
the lessons effectively, they need to have continuing 
professional development.
Moreover, Person (2019) affirmed that professional 
development is the process by which teachers continue 
their learning. Professional development, often 
understood to be the practice of  giving instructors 
opportunity to continue their professional growth, 
enables teachers to improve professionally in their content 
areas or in pedagogy. Teachers at all levels typically do 
it to improve their own professional development and, 
eventually, the learning of  their students.

LAC Sessions
As stated in DepEd Order No. 35, in series 2016, a 
group of  educators organized the Learning Action Cell 

(LAC), which focuses on cooperative learning to address 
common problems faced by the school. These difficulties 
could relate to 21st century skills and ICT integration, 
learning diversity and student inclusion, curriculum and 
pedagogy, evaluation and reporting, and so forth. DepEd 
envisions this to serve as a school’s continuing professional 
development. Bugtong (2018) defined the Learning 
Action Cell as a school-based professional instructional 
dialogue and a forum for team learning among teachers. 
School heads and teachers are responsible for the conduct 
of  LAC sessions. Teachers will be requested to choose a 
lesson or topic for the forthcoming meeting, get ready 
to share their experiences verbally, and provide learning 
materials created in previous months for the students to 
use before the meeting. There would be sharing sessions 
and discussions that are relevant to the activity.

Teachers Training
According to Ulla (2018), as cited by Hafeez (2021), 
training is a process to get the necessary skills to teach 
a particular subject. It is an effective way for teachers to 
improve the way they teach. The academic performance 
of  students would be higher for a qualified instructor 
with superior teaching methods and strategies. She is 
better at instructing kids and putting different approaches 
and techniques. Similarly, Subedi (2015), as cited by Best 
(2019), found that teacher training has contributed to 
improving teacher-student relations. Students are more 
actively involved in learning, and more project work is 
done by trained teachers. Thus, the teacher training 
program is considered one of  the most important 
aspects of  teaching, and it really supports the teacher in 
making his classroom effective, efficient, systematic, and 
comprehensive. According to Upadhyay (2017), teaching 
is the process of  shaping behavior, and the training makes 
a teacher perfect in his classroom teaching. It is related to 
skill and decision-making as well as attestation. It helps 
the teacher identify the student’s aptitude, interest, and 
learning problems.

Postgraduate Study
The study by Abandiano et al. (2020) claimed that teachers 
play a crucial role in nation-building. The Philippines can 
produce holistic learners who are grounded in values, 
furnished with 21st-century skills, and capable of  driving 
the nation’s development and advancement through 
the employment of  qualified educators. Teachers must 
therefore view their high level of  devotion to their work 
as reflected in their pursuit of  continuous education, 
particularly graduate teacher education. Pursuing a 
graduate education degree has several benefits for 
teachers, including the acquisition of  new teaching 
abilities, broadening of  knowledge, increased self-
confidence, application of  current educational research to 
practices, and improved job stability and compensation.
The findings of  Sevim and Akin (2021) study revealed 
that teachers pursued graduate education mostly to 
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build academic careers. A lot of  teachers said that after 
completing graduate school, they became more aware 
of  the value of  continuing education, altered the way 
they assessed events, and saw improvements in their 
performance, satisfaction, and self-confidence. Following 
their graduate education, nearly every teacher reported 
that their approach to teaching had improved.

Statement of  the Problem
This study aimed to determine the teachers’ perception 
of  classroom observation conducted by the school heads 
and their professional development activities in Manolo 
Fortich District II and III, Division of  Bukidnon, for 
the School Year 2023- 2024. It specifically answered the 
following questions:

1. How do the respondents assess the classroom 
observation stages pre-observation, actual observation 
and post-observation?

2. How do the respondents assess the professional 
development activities based on LAC Sessions, training 
and postgraduate study?

3. Is there a significant relationship between the 
respondents’ assessment of  pre-observation and the 
professional development activities?

4. Is there a significant relationship between the 
respondents’ assessment of  actual observation and the 
professional development activities?

5. Is there a significant relationship between the 
respondents’ assessment of  post-observation and the 
professional development activities?

6. Based on the findings of  the study, what intervention 
plan can be designed

Theoretical Framework 
This study is anchored on Social Learning Theory (SLT) 
introduced by psychologist Albert Bandura (1960), who 
proposed that learning occurs through observation, 
imitation and modeling. It is affected by a number of  
variables, including motivations, emotions, attitudes, 
and attention. According to the hypothesis, people learn 
through seeing the results of  other people’s actions. 
Bandura’s theory goes beyond cognitive theories, which 
take into account psychological factors like attention and 
memory, and behavioral theories, which contend that 
all behaviors are acquired through conditioning. Later, 
Bandura based on the Social Learning Theory, created 
the Social Cognitive Theory in 1986. It asserts that 
learning takes place in a social context with a dynamic 
and reciprocal interaction between the individual, their 
environment, and their behavior.
The idea takes into consideration the interplay between 
environmental and cognitive factors that influence learning.  
Bandura’s Social Cognitive Theory (SCT) emphasizes the 
importance of  observational learning (Bandura, 2001). 
He stated that a person needs a role model in order to 
participate in observant learning. The person is motivated 
to keep learning because they cognitively recognize the 
worth of  what they have learned. With pre existing skills, 

students in social cognitive learning are able to match the 
model’s attributes.
The observer can then perceive that learning occurs 
(Martinez et al., 2016). Thus, the theory corroborates this 
study on classroom observation because In classroom 
observation, the school head observes the teacher’s 
interaction, instructional methods, approaches and 
techniques used in delivering the content, the classroom 
dynamics on student engagement, the lesson delivery and 
classroom management. After the observation, the school 
head provided oral and written feedback and discussed 
the feedback with the teacher.

Scope and Limitations
This study focused on classroom observation and 
professional development of  teachers in Manolo Fortich 
District II and III, Division of  Bukidnon, for the School 
Year 2023-2024. The respondents of  the study were 
the three hundred seventy-nine (379) teachers of  the 
seventeen (17) elementary schools in the two districts. 
The study is limited to classroom observation during the 
pre-observation, observation implementation and post-
observation, which are considered as the independent 
variables, while the dependent variables of  the study 
are the professional development activities, which are 
comprised of  the LAC sessions, teachers’ training and 
professional development.

METHODOLOGY
Research Design
This study utilized a mixed-method research design. 
It combines and integrates quantitative and qualitative 
research studies. It entails gathering and evaluating data to 
address research questions and get a deeper understanding 
of  a phenomenon.  In this study, the quantitative method 
was used to determine the level of  teachers’ perception 
in classroom observation in terms of  pre-observation, 
observation implementation and post-observation. 
In addition, it assessed the teachers’ professional 
development in LAC Sessions, training and postgraduate 
study.  The qualitative method is employed through the 
focus group discussions to know the teachers’ perception 
of  the classroom observation conducted by their school 
heads and its correlation to professional development. In 
this design, data will be collected from the participants to 
gather the necessary information that can be summarized 
in tables and numerical forms.
According to Creswell (2013), mixed methods research 
is the class research design where the researcher mixes 
or combines quantitative and qualitative research 
techniques, methods, approaches, concepts or language 
into a single study for the purpose of  breadth and depth 
understanding and corroboration.

Study Setting
The locale of  the study is the schools in two districts in 
Manolo Fortich, Division of  Bukidnon. The two districts 
comprise seventeen elementary schools. There are eight 



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elementary schools in Manolo Fortich District II and 
nine in Manolo Fortich District III.  Manolo Fortich 
District II comprises nine (9) schools and Manolo Fortich 
III has eight (8) schools. All schools are accessible by 
transportation. Manolo Fortich is a 1st-class municipality 
in the Philippines. It is a part of  Bukidnon in Northern 
Mindanao. Its northern boundaries are Cagayan de 
Oro City and the Malitbog municipality. In the Sumilao 
municipality in the east, the Libona and Baungon 
municipality in the west, and the rough ranges of  Mount 
Kitanglad in the south . It is about 40 minutes away from 
the bustling commercial center of  Cagayan de Oro City.
Manolo Fortich has a progressive economy and proof  of  
such progress is the construction of  the Manolo Fortich 
Hydroelectric Plant. This powerplant harnesses energy 
from the Tanaon, Amusig and Guihean rivers, which 
produce renewal energy for the whole of  Mindanao .The 
development of  the facility has given the residents of  
Manolo Fortich a lot of  job prospects.

Study Population and Sampling Technique
The participants of  this study on classroom observation 
and teachers’ professional development activities are the 
three hundred seventy-six (376) elementary teachers in 
Manolo Fortich  District II and III in the Division of  
Bukidnon for the School Year 2023- 2024. Similar to 
other divisions, the Division of  Bukidnon aims to provide 
quality education to students by increasing their academic 
performance with teachers who are considered to have 
a crucial role in shaping the lives and careers of  future 
generations. Table A below illustrates the distribution of  

respondents by school. This study, which was carried out 
on seventeen (17) schools in Manolo Fortich, District II 
and III in the Division of  Bukidnon, utilized the total 
population sampling technique wherein all teachers in the 
elementary were the participants. The Total population 
sampling is a kind of  purposive sampling in which all 
members of  a population with a given set of  attributes, 
traits, experience, knowledge, skills, and event exposure 
are chosen to be examined. This is frequently used to 
create evaluations of  experiences or occurrences in a 
specific  group.

Research Instruments
The research instrument employed in this study is a 
researcher-made, patterned and modified questionnaire. 
There are two parts of  the survey questionnaire in the 
study. The first part assesses classroom observation, 
which is composed of  three phases: pre-observation, 
actual observation, and post-observation. Pre-
observation and post-observation are conducted by the 
researcher, while the actual observation is taken from 
DepEd, COT- (RPMS) for Teacher I – III. The second 
part ascertains the professional development activities of  
the teacher, which consists of  LAC Sessions, training and 
postgraduate study. The survey questionnaire on LAC 
sessions, which is patterned and modified, is taken from 
Dizon et al. (2019), while the survey questionnaire on 
pieces of  training and postgraduate study is researcher-
made. The questionnaire was made use of  a four-point 
scale. To extract the desired information and enhance the 
study, a focus group discussion was conducted to select 
teachers who are not respondents to the study.

Statistical Treatment of  Data
Descriptive statistics such as mean and standard deviation 
were utilized to assess the classroom observation 
on pre-observation, actual observation and post-
observation. Moreover, mean and standard deviation 
were also employed to determine the level of  teachers’ 
professional development, such as LAC Sessions, training 
and postgraduate study. For the significant relationship 
between classroom observation and teachers’ professional 
development activities, Pearson Product Moment of  
Correlation was used.

Ethical Consideration
In the pursuit of  conducting research on Classroom 
observation and Teachers’ Professional Development 
Activities Basis for the Intervention Plan, several 
ethical considerations were diligently observed to 
ensure the highest standards of  research integrity. This 
permission and approval were obtained from the Dean 
of  the Graduate School of  PHINMA-Cagayan de 
Oro College and the Schools Division Superintendent 
of  Bukidnon. The approved letter from the Schools 
Division Superintendent was forwarded to the supervisor 
and to the school heads of  the schools of  the teacher 
respondents. Overseeing educational matters within the 

Table 1: Distribution of  Respondents
Schools Respondents
Manolo Fortich II Alae  Central 
School

63

Awol  Elementary 7
Damilag Integrated School 68
Kitam-is Elementary School 16
Lunocan  Elementary School 19
Mambatangan Elementary School 34
Mantibugao Integrated School 17
Minsuro Integrated School 5
San Isidro Elementary School 10
Manolo Fortich III Camp 1  
Elementary  School

14

Plantation Central Elementary School 49
Sankanan Elementary 19
Kalugmanan Elementary 18
Dahilayan Integrated School 11
Bagalangit Elementary 2
Lindaban Elementary 16
Mampayag  Elementary 8
Total 376



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specified research setting is an essential step to ensure 
compliance with institutional guidelines and regulations 
and respect the jurisdiction of  educational authorities. 
The researcher explained to the teacher the rationale 
and purpose of  the study, that their participation was 
voluntary, and that they could withdraw anytime if  they 
were no longer willing to participate.
Additionally, the participants’ confidentiality and 
privacy were protected to the fullest extent possible. 
This means that in order to avoid any unintentional 
identity revelation, comments or experiences must be 
reported using codes or aliases, and all data must be 
securely stored. Participants were fully informed about 
the collection, storage, and use of  their data, with the 
assurance that it would only be used for research reasons 
and not for any commercial or exploitative goals. 
Compliance with data protection rules and guidelines 
is necessary. Their names and identities would not be 
identified to maintain the anonymity of  the participants 

while collecting, recording and analyzing the data.
The data collected was encrypted to ensure that nobody 
could read and divulge the information and results. A 
password-protected account or folder was utilized. It 
was reviewed by the Institutional Review Board (IRB) of  
the institution to make certain that the process of  data 
gathering met the ethical standards and ground rules.
Lastly, to maintain the highest ethical standards in 
academic inquiry, proper acknowledgment and citation 
of  other people’s work, including prior research, must 
be adhered to. These ethical considerations collectively 
support responsible and ethical research practices, 
respecting the rights and well-being of  all participants and 
offering insightful information to the field of  education.

RESULTS AND DISCUSSIONS
Problem 1. How do the Respondents Assess the 
Classroom Observation Stages Pre-Observation, 
Actual Observation, and Post-Observation?

Table 2: Distribution of  Respondents’ Assessment of  Pre-Observation
Indicator Mean SD Description
I check the attendance and  punctuality of  the students before the observation. 3.68 0.528 At all Times 
I prepare the lesson plan / logbook, teaching guide, and manual before teaching. 3.64 0.539 At all Times 
I prepare the instructional materials, textbooks and technology equipment. 3.69 0.528 At all Times 
I incorporate the use of  ICT in the delivery of  the lesson. 3.69 0.523 At all Times 
I choose my strategies and activities to engage the learners. 3.70 0.521 At all Times 
I maintain an environment that promotes fairness and respect to encourage learning. 3.65 0.537 At all Times 
I maintain a flexible pacing for the lesson, adjusting the timetable as needed to 
ensure all learning objectives are covered within the allocated time.

3.66 0.517 At all Times 

I initiate a pre-lesson discussion designed to activate prior knowledge, generate 
curiosity, and set the stage for active learning.

3.66 0.515 At all Times 

I review the alignment of  the objectives to the evaluation to be administered to 
the students.

3.63 0.524 At all Times 

I prepare the test notebook on formative and summative evaluation. 3.64 0.529 At all Times 
Overall 3.66 0.526 At all Times 

Legend:
3.26 – 4.00 At all Times  / High Observed 
1.76 – 2.50 Sometimes / Seldom Observed
2.51 – 3.25   Most of  the Times / Observed   
1.00 – 1.75 Never / Not Observed
Table 2 shows the distribution of  respondents’ assessment 
of  pre-observation with an overall mean of  3.66 (SD= 
0.526), described as At all Times. This means that these 
teacher respondents viewed classroom pre-observation as 
part of  day-to-day life as a teacher. This is the stage of  
observation where the observer will clarify the purpose 
of  the lesson, identify specific goals to accomplish, and 
discuss specific strategies and techniques to be employed. 
Teachers’ attitudes or behavior towards pre-classroom 
observation need to be positive because it can affect their 
performance development as teachers. Smith and Brown 
(2020) highlighted the positive impact of  intentional 
pre-observation planning on teacher self-reflection and 
growth. This observation emphasizes the importance of  

strategic pre-observation planning in setting clear goals 
and expectations. This involves collaborative discussions 
between teachers and observers to align on the focus 
areas of  the observation. According to Bilog et al. (2023), 
classroom observation can be one of  the actuating 
aspects that could lead to the teachers’ engrossment. The 
classroom, pupils, lesson plans, and teaching materials are 
part of  teaching. 
In particular, the indicator I choose my strategies and 
activities to engage the learners obtained the highest 
mean of  3.70 (SD = 0.521), described as At all Times. 
This means that before the observation, the teachers had 
already planned to use various activities, such as hands-
on experiments, group discussions, and multimedia 
presentations. Using a variety of  activities, pupils are 
involved and active in the process of  learning. Also, they 
have the idea to implement flexible grouping strategies 
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the lesson. Haramain and Alih (2021) posited that the 
appropriate use of  instruction had been one of  the crucial 
functions of  teachers for them to become efficient, 
effective and productive in their field of  specialization. 
Many studies have been conducted disclosing that the 
success of  teaching and learning lies in using relevant 
strategies to address the varied needs and interests of  the 
learners. 
On the other hand, the indicator, I review the alignment 
of  the objectives/goals to the evaluation to be 
administered to the students, garnered the lowest mean 
of  3.63 (SD=0.524), described as At all Times . This 
signifies that there are teachers who do not reassess the 
objectives and goals parallel to the evaluation to be given 
to the learners. Evaluations administered by teachers 
must consider what to measure in order not to create 

frustration and undermine the learner’s motivation and 
learning.  Building alignment of  the goal and assessment 
allows the teacher to identify the knowledge and skills to 
be developed for the learners. According to April (2023), 
when instructional objectives and assessment methods 
are not aligned, students are not given a fair opportunity 
to demonstrate their mastery of  the lessons. Students 
who believe their efforts are unappreciated may become 
frustrated and resentful as a result of  this alignment, 
which could negatively impact student achievement. As 
a result, school administrators need to motivate their 
faculty members to develop assessments with greater 
intention by coordinating them with learning goals. Kurt 
(2020) emphasized that evaluations are used in a course to 
measure whether the students have achieved the learning 
objectives. 

Table 3: Distribution of  Respondents’ Assessment of   Actual Observation
Indicator Mean SD Description
I apply knowledge of  content within and across curriculum teaching areas. 3.64 0.540 At all Times 
I use a range of  teaching strategies that enhance learner achievement in literacy and 
numeracy skills.

3.47 0.558 At all Times 

I apply range of  teaching strategies to develop critical and creative thinking as well 
as other higher-order thinking skills.

3.57 0.535 At all Times 

I create a structured classroom environment that facilitates individual and group 
engagement through diverse hands-on activities.

3.59 0.551 At all Times 

I manage learner behavior constructively by applying positive and non-violent 
discipline to ensure learning–focused environments.

3.60 0.548 At all Times 

I use differentiated, developmentally appropriate learning experiences to address 
learners’ gender, needs, strengths, interests and experiences.

3.60 0.540 At all Times 

I plan, manage, and implement developmentally sequenced teaching and learning 
processes to meet curriculum requirements and varied teaching contexts.

3.58 0.552 At all Times 

I select, develop, organize, and utilize relevant learning resources and ICT tools to 
effectively address learning goals.

3.60 0.529 At all Times 

I design , select, organize and use diagnostic, formative, and summative assessment 
strategies consistent with curriculum requirements.

3.59 0.552 At all Times 

I cultivate a supportive learning environment that fosters active participation, 
cooperation and passion for continued learning.

3.62 0.544 At all Times 

Overall 3.59 0.545 At all Times 
Legend:
3.26 – 4.00 At all Times / High Observed
1.76 – 2.50 Sometimes / Seldom Observed
2.51 – 3.25   Most of  the Times / Observed
1.00 – 1.75 Never / Not Observed
Table 3 illustrates the distribution of  respondents’  
assessment of  actual observation with an overall mean of  
3.59 (SD=0.545) described At all Times .  This indicates 
that teachers consider actual classroom observations as 
essential because, in this stage, they focus on the delivery 
of  the lesson and observe the student’s behavior and 
reactions. For the teachers actual classroom observation 
is a favorable probability for professional development, 
which offers valuable insights about teaching strategies, 
pupil engagement, and overall classroom enthusiasm. 
In addition, the result of  the focus group discussions 

revealed that 80 % agreed that assessing them through 
observation would give them insightful feedback and 
help them develop their skills and potential to achieve 
the quality education that the department has envisioned. 
According to Sanjeev Datta Personality School (2021), 
to make teaching and learning more valuable and visible, 
classroom observation provides constructive and honest 
feedback to improve classroom management and helps 
interaction between students and teachers.  It also provides 
them with information about classroom behavior.   The 
article of  Moskowitz Teachers (2023) singled out that 
classroom observation is an act of  watching a teacher’s 
performance in their classroom or learning environment. 
It is also a method of  documenting without interrogating 
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communicating with them. Ding et al. (2019) emphasize 
how important it is to have established observation 
techniques. The focus, uniformity, and alignment of  
observations with learning goals are guaranteed by well-
defined frameworks.
Further, the indicator I apply knowledge of  content 
within and across curriculum teaching areas obtained the 
highest mean rating of  3.64 (SD=0.540) described as At all 
Times. This suggests that teachers constantly incorporate 
their knowledge and innovative tools and strategies for 
enhancing students learning according to their own 
teaching style. This includes disciplinary methods for 
learners’ growth and development. This implies that 
the teachers have a thorough comprehension of  the 
subject and the ability to create methods for sharing the 
knowledge and help the learners to be engaged and have 
successful learning activities. De Leon ( 2020) stated that 
content knowledge application influences how teachers 
engage with the learners regarding the subject matter, 
how they evaluate and use instructional materials, and 
how teaching impacts the achievement of  the learners. 
The ability to exhibit precise, comprehensive, and wide 
understanding of  the subjects we teach in every teaching 
opportunity is essential to the teaching profession. Similar 

to this, every learning opportunity is valuable because of  
our competency, which links each lesson to the next and 
to the outside world. 
Meanwhile , the indicator I use a range of  teaching 
strategies that enhance learner achievement in literacy 
and numeracy skills got the lowest mean rating of  3.47 
(SD=0.558), described as At all Times. This means that 
many teachers neglect to use techniques to improve 
their pupil’s reading and numeracy abilities. They should 
understand how important it is for educators to develop 
these skills. It would not only help learners reach their 
full potential but also give them ability to assess ideas 
critically and interact with creativity which enhances 
their comprehension level. To attain comprehensive 
educational development, it is important to incorporate 
instructional strategies that improve students’ literacy and 
numeracy skills in an efficient manner.
This will facilitate their academic progress and personal 
development. As mentioned by Johnson and Smith 
(2021), it highlights an important aspect of  instruction 
that is differentiated. The conversation focuses on how 
improving literacy and numeracy abilities can be achieved 
by modifying teaching strategies to meet the needs of  
every learner.

Table 4: Distribution of  Respondents’ Assessment of  Post-Observation
Indicator Mean SD Description
I submit a complete written report on the observation conducted by my school head. 3.50 0.558 At all Times 
I utilize appropriate strategies that suit to the subject matter. 3.47 0.530 At all Times 
I effectively integrate ICT tools like interactive quizzes or screen recordings to provide 
my school head with a more interactive and informative observation experience.

3.51 0.558 At all Times 

I annotate my lesson plan with notes on adjustments made during the observation 
and areas for future improvement.

3.55 0.537 At all Times 

I monitor the student’s academic progress through the result of  the evaluation. 3.62 0.515 At all Times 
I am able to accomplish the objective of  the lesson as planned. 3.55 0.537 At all Times 
I identify the problems and areas in teaching that need to be improved. 3.59 0.523 At all Times 
I develop trust and positive attitude in classroom observation. 3.60 0.520 At all Times 
I am able to reflect the best practices to enhance my instructional skills. 3.61 0.519 At all Times 
I am able to identify my strength and weaknesses after the evaluation. 3.63 0.515 At all Times 
Overall 3.56 0.531 At all Times 

Legend:
3.26 – 4.00 At all Times / High Observed
1.76 – 2.50 Sometimes / Seldom Observed
2.51 – 3.25   Most of  the Times / Observed
1.00 – 1.75 Never / Not Observed
Table 4 shows the respondents’ assessment of  the level 
of  classroom observation considering post-observation 
with an overall mean of  3.56 (SD=0.531), described as 
At all Times. This infers that teachers are aware of  the 
importance of  post-observation. They consider this 
to be a crucial stage in the teacher assessment process, 
which offers a chance for contemplation, criticism, 
and professional development. They would be able to 
analyze which part of  the instruction worked well and 
what particular aspect to be improved. They comprehend 

that the purpose of  the post-observation is to review 
and assess the data for the purpose of  improving their 
instruction. In the study conducted by Hill (2021) using 
the questionnaire developed by Kember et al. (2020), they 
concluded that post-observation talks are valuable as they 
provide a platform for self-reflection and introspection. 
In the same manner, it allows teachers to critically assess 
their pedagogical approaches and their conversations 
foster ongoing professional development.
The indicator I am able to identify my strengths and 
weaknesses after the evaluation attained the highest mean 
rating of  3.63 (SD=0.515), described as At all Times . This 
means that teachers have discovered their strengths and 
weaknesses after the observation. The feedback given to 



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them by the observer helped them realize what areas they 
naturally excel in. The strengths include their knowledge, 
attributes, skills, and positive talents. Meanwhile, their 
weaknesses are the particular areas that are not well 
developed and need to be improved. The opportunity 
to reflect and talk about the observed teaching practice 
is provided by this post-observation phase for both the 
instructor and the observer, the accomplishment of  the 
objectives through the students, the teaching strengths, 
the problems encountered and the suggestions for 
improvement (Zhu Ya -nan, 2023).
The indicator I utilize appropriate strategies that suit to 
the subject matter got the lowest mean rating of  3.47 
(SD=0.530), described as At all Times. This suggests that 
these few respondents seldom use appropriate strategies 
that suit the learners. There are a lot of  appropriate 

strategies that can be used for any subject matter. This 
includes concepts like inquiry-based learning, classroom 
management, reflective practices, pedagogical content 
knowledge, technology integration, differentiated 
instruction, inquiry-based teaching, subject-specific 
literacy strategies, and cultural responsiveness. Bouslog 
(2019) stated that teachers need to have a wealth of  
knowledge in various teaching strategies and a bucket 
of  these strategies to have their learners engage and 
keep them actively participating in the learning process.  
It plays an important role in classroom instruction. 
Teachers would spontaneously project information that 
does not engage or connect with students if  they did not 
employ strategy. The study of  Onyishi and Sefotho (2021) 
highlights how important it is to modify teaching methods 
to fit the curriculum and the different needs of  pupils.

Table 5: Summary of  the Respondents’ Assessment of  Classroom Observation
Variables Mean SD Interpretation 
Pre-observation 3.66 0.526 Highly Observed
Actual observation 3.59 0.545 Highly Observed
Post-observation 3.56 0.531 Highly Observed
Overall 3.60 0.534 Highly Observed

Legend:
4 3.26 - 4.00 Highly Observed 
2 1.76 - 2.50 Seldom Observed
3 2.51 - 3.25 Observed 
1 1.00 -1.75 Not Observed

Table 5 shows the summary of  the respondent’s 
assessment of  the level of  classroom observation. 
Overall, results show that the respondents’ assessment 
of  the level of  classroom observation was very high 
as indicated by the overall mean of  3.60 (SD=0.534), 
interpreted as Highly Observed. The result divulges that 
teachers consider classroom observation as important 
part of  teaching. They highly Observed that it provides 
a satisfactory learning experience for the learners and 
this is done by implementing instructional strategies and 
techniques as planned by them. Delivering appropriate 
teachings in the greatest possible learning environment 
leads to improve academic achievement of  the learners. 
Djoub ( 2023) accentuates that classroom observations 
are an essential step in the assessment process to learn 
how students perform in the classroom, identify those 
who may need support, and monitor progress. Properly 
executed, observations can serve as a tool for both 
evaluating instruction and learning and enhancing the 
expertise and abilities of  teachers.
The variable Pre-observation obtained the highest  mean 
rating of  3.66 (SD=0.526) interpreted as Highly observed. 
This indicates that majority of  the teachers are convinced 
that an effective observation process requires effective 
communication between the teacher and observer during 
the pre-observation phase to ensure aligned expectations. 
It is known from the way things are handled among 
teachers that good communication is essential to setting 
clear expectations for both the principal and the teacher 

during the pre-observation period. Everyone involved 
is able to convey their goals, worries, and aspirations 
for the observation process with clarity and openness 
when communication is open. Teachers can share their 
teaching practices, learning goals, and any particular 
areas they want to focus on during the observation by 
having a conversation with the principal before the 
observation. Cabigao (2021) emphasized that during the 
pre-observation stage, which is the first phase, teachers 
and observers prepare for the observation by orienting 
themselves on the pre-determined indicators, ensuring 
the preparedness of  teachers by knowing exactly what to 
prepare and what teaching behaviors are expected from 
them in the actual observation.
Moreover, the variable Post-observation got the lowest 
mean rating of  3.56 (SD=0.531), interpreted as At all 
Times. This implies that these teachers are worried about 
the possible outcome after they are observed. They are 
afraid of  hearing the negative comments and suggestions 
of  the observer. They failed to understand that the 
observation is conducted to gain valuable insights to 
develop oneself  and to help the students learn. Engaging 
in a reflective conversation will provide helpful feedback 
that encourages the teacher’s professional growth. In 
contrast, the result of  FGD disclosed that 85% of  the 
teachers answered the advantages of  critical feedback 
because, according to them, it would improve their 
instructional practices. This means that these teachers 
are open to receiving feedback from their school heads 
and willing to follow the feedback provided to them. 
According to Ryan (2023), constructive feedback is a 
specific type of  instruction feedback intended to provide 
guidance, insights, and suggestions for improvement. 



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In order to help teachers improve their teaching methods, 
deals with difficulties, and maximize the performance of  the 
pupils and school head are able to provide helpful criticism. 

Problem 2. How do the Respondents Assess Their 
Professional Development Activities Based on LAC 
Sessions, Training and Postgraduate Study?

Table 6: Distribution of  Respondents’ Assess Professional Development Activities based on Learning Action Cell Sessions
Indicator Mean SD Description
LAC Sessions…
Brings 21st  century into teaching and learning situation. 3.50 0.521 At all Times 
Enriches lessons with simple integration strategies in ICT that are developmentally 
appropriate.

3.44 0.517 At all Times 

Collaborative learning and assessment through online platforms or shared digital 
resources.

3.52 0.530 At all Times 

Implements ICT with the tools and equipment available to the school. 3.57 0.535 At all Times 
Provides inquiry and exploration based student learning activities. 3.62 0.515 At all Times 
Gains greater confidence in using a wider range of  instructional and assessment tools. 3.60 0.520 At all Times 
Shares a clear and practical framework for K to 12 classroom engagement using 
diverse ICT strategies, which other teachers can readily implement.

3.64 0.510 At all Times 

Reshapes classroom practices ,leveraging insights from action research , to design 
personalized learning experiences and nurture student motivation.

3.54 0.529 At all Times 

Boost students’ critical thinking by providing stimulating teaching strategies as well 
as learning environment.

3.62 0.497 At all Times 

Plans and execute specific strategies that enhance student engagement. 3.58 0.504 At all Times 
Overall 3.57 0.518 At all Times 

Legend:
4 3.26 – 4.00 At all Times / Highly Effective
2 1.76 – 2.50 Sometimes / Less Effective
3 2.51 – 3.25 Most of  the Time / Moderate 
1 1.00 – 1.75 Never / Not Effective
Table 6 shows the respondents’ level of  professional 
development activities based on LAC sessions. Overall, 
results show that the level of  professional development 
activities based on LAC sessions was Very High as indicated 
by the overall mean of  3.57 (SD=0.518) described At all 
Times .This implies that teachers participated in LAC 
Sessions conducted in the school because they have 
the trust that the sessions will help them upgrade their 
teaching performance.  They are convinced that Learning 
Action Cell, which is a school-based teacher program, 
is proven to be effective in encouraging teachers to 
collaborate and share challenges in the school. It would 
also To improve their comprehension and expertise of  
the curriculum and teaching methods, encourage them to 
engage in critical reflection. They are aware that LAC aims 
to enhance students’ knowledge, abilities, and attitudes 
in accordance with the curriculum-linked competencies. 
It helps them to address their instructional competence 
and their performance. According to Basco et al. (2022) 
and Vega (2020), the Learning Action Cell supports 
teachers in developing stronger working environments, 
strengthening their bonds with one another, advancing 
their professional development, and improving their 
pedagogical competency.
The indicator LAC sessions Shares a clear and practical 
framework for K to 12 classroom engagement using 
diverse ICT strategies, which other teachers can readily 

implement obtained the highest mean rating of  3.64 
(SD=0.510) described as At all Times. This implies that 
the teachers acknowledged the importance of  building 
a collaborative atmosphere that supports continuous 
learning and growth. By connecting the thoughts and 
ideas addressed with the abilities in the department’s 
basis education curriculum, they stand to gain important 
insights. Some of  these insights could include the use 
of  individualized education to meet the needs of  many 
different types of  learners, the application of  active 
learning strategies, and the integration of  technology 
to enable open and collaborative discussions outside of  
organized sessions.
Cartilla and Rondina (2020), as cited by Angeles et al. ( 
2023), state that the LAC Sessions is a school-based teacher 
program created to promote continuing professional 
development by improving teaching and learning. During 
the event, a group of  teachers have cooperative talks 
about a specific issue that the school is facing. The group 
can decide on subjects for each session depending on the 
order of  priority on the agenda .The LAC sessions may 
be the ideal setting for educators to share new teaching 
techniques when they become available ideas.
On the other hand, the indicator LAC sessions enrich 
lessons with simple integration strategies in ICT that are 
developmentally appropriate got the lowest mean rating 
of  3.44 (SD=0.517), described as At all Times. Despite 
the interpretation showing a high level of  efficacy, many 
teachers are reluctant to say that LAC sessions effectively 
improve classes through ICT integration. Their 
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results in their pupils failing to have comprehensive and 
interesting learning experiences. It appears that even 
when they attend LAC sessions, they seldom integrate 
technology to make the subjects simpler to comprehend, 
simplify teaching strategies, improve student interest, and 
make learning more enjoyable. This implies that teachers 
face barriers in applying ICT such as lack of  support, 

inadequate experience and inadequate ICT training. 
In a study conducted by Smith and colleagues (2020), 
found that teachers who participated in LAC sessions 
reported increased proficiency in integrating basic and 
developmentally appropriate ICT tools into their lessons. 
During group discussions, they gained useful knowledge 
that helped improve teaching methods.

Table 7: Distribution of  Respondents’ Assess Professional Development Activities based on Training
Indicator Mean SD Description
The training…..
Enhances the mastery of  learning skills and knowledge of  teachers. 3.45 0.509 At all Times 
Develops teachers’ innovativeness in teaching the lessons. 3.44 0.517 At all Times 
Improves teachers satisfaction, motivation and morale. 3.53 0.548 At all Times 
Empowers teachers to quickly adapt to and utilize the latest technological trends. 3.58 0.525 At all Times 
Provides teachers better communication, teaching and critical skills. 3.59 0.512 At all Times 
Helps teachers to identify student’s aptitude, interest as well as their learning problems. 3.60 0.521 At all Times 
Builds positive and collaborative relationship in the workplace. 3.60 0.520 At all Times 
Encourages teacher autonomy and ownership over their pedagogical decisions 
within a supportive  framework..

3.55 0.528 At all Times 

Helps teachers to be aware on updated practices and methodologies. 3.57 0.535 At all Times 
Improve teacher’s instructional techniques and academic performance of  students. 3.61 0.509 At all Times 
Overall 3.45 0.509 At all Times 

Legend:
4 3.26 – 4.00 At all Times / Highly Effective
2 1.76 – 2.50 Sometimes / Less Effective
3 2.51 – 3.25 Most of  the Time / Moderate 
1 1.00 – 1.75 Never / Not Effective

Table 7 shows the respondents’ level of  professional 
development activities based on trainings. The data reveals 
that the level of  professional development activities based 
on trainings was described as At all Times  as indicated 
by the overall mean of  3.45 (SD=0.509). This denotes 
that teachers believed that training is essential for their 
professional growth to help them to better understand 
and manage their learners. They would be able to know, 
understand, and manage well their students effectively. 
It would also equip them with updated practices and 
methodologies and help them maintain a positive attitude 
towards colleagues and parents. They are aware that 
training program has a positive impact not only  to them 
but also to the learners.
According to Ulla (2018), as cited by Hafeez (2021), 
training is a process to get the necessary skills to teach a 
particular subject. It is an important way for educators to 
improve their instruction. Students would perform better 
academically under a qualified teacher with superior 
teaching methods and skills. She   possesses greater 
aptitude for instructing kids and applying the various 
approaches and techniques. Similarly, Subedi (2015), 
as cited by Best (2019), found that teacher training has 
contributed to improving teacher-student relations. 
Students are more actively involved in learning, and 
more project work is done by trained teachers. Thus, the 
teacher training program is considered one of  the most 

important aspects of  teaching, and it really supports 
the teacher in making his classroom effective, efficient, 
systematic, and comprehensive.
Further, the indicator Improve teacher’s instructional 
techniques and academic performance of  the students 
gained the highest mean rating of  3.61 (SD=0.509) 
described  as At all Times . This suggests that Teachers 
probably know that they would get new strategies and 
tactics for teaching in the classroom through training. 
They have the chance to pick up new techniques, 
approaches, tactics, and abilities. Additionally, they 
recognized that training increases their confidence in 
addition to improving their knowledge and skills. They 
acknowledged that their performance would improve, 
increase their effectiveness and productivity, and enhance 
the academic performance of  the students.
Duyga and Muhterem (2012), as cited by Mugarura et 
al. (2022), rightly pointed out that the skills appropriate 
for generations before might no longer prepare students 
for the world beyond school. Pupils are expected to 
approach everyday tasks with greater creativity and 
consideration. It should be noted that the training of  
teachers is very important in the life of  learners and the 
general performance of  the school. Student performance 
is linked to numerous factors, but quality teachers are one 
of  the most important components of  students success. 
If  school teachers do not have the tools to teach students 
effectively, their students will suffer. To teach effectively, 
teachers need access ongoing professional development.
On the other hand, the indicator Develops teachers’ 
innovativeness in teaching the lessons garnered the 



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lowest mean rating of  3.44 (SD=0.517), described as At 
all Times. This means some teachers fail to implement 
creative teaching practices. Based on the researcher’s 
perceptiveness, teachers should be innovative to promote 
critical thinking and tackle the challenges in the workplace. 
Innovative teaching strategies would create an engaging 
and effective learning environment for the learners. To be 

innovative, teachers can create new teaching techniques 
and approaches to meet the needs of  the learners. As 
teacher to become a better innovator themselves, they 
have to adjust their lesson planning that can help them 
adjust by teaching declarative knowledge so that it sticks, 
teach thinking skills explicitly and use technology to 
maximize access to information (Pollock et al.  2021).

Table 8: Distribution of  Respondents’ Assess Professional Development Activities based on Postgraduate
Indicator Mean SD Description
Expands career opportunities in the current field and new career. 3.48 0.520 At all Times 
Helps advanced skills and in depth- knowledge on the subject areas. 3.42 0.515 At all Times 
Provides teachers with hands-on learning experiences and increases proficiency in 
any disciplines.

3.61 0.529 At all Times 

Helps teachers to build network among professionals. 3.53 0.539 At all Times 
Encourages teachers to make and prepare more engaging activities to improve 
students’ performance.

3.58 0.534 At all Times 

Enables the teachers to be up – to- date  with new research and findings within the 
field of  teaching.

3.56 0.517 At all Times 

Helps the teachers to further immerse oneself  in the profession. 3.59 0.523 At all Times 
Leads to tangible changes in their measurement and evaluation practices. 3.53 0.539 At all Times 
Provides the potential for career advancement and increased earning opportunities, 
based on individual merit and qualifications.

3.60 0.530 At all Times 

Enhances teachers qualifications and competitiveness for career advancement 
opportunities.

3.55 0.537 At all Times 

Overall 3.54 0.528 At all times 
Legend:
4 3.26 – 4.00 At all Times / Highly Effective
2 1.76 – 2.50 Sometimes / Less Effective
3 2.51 – 3.25 Most of  the Time / Moderate 
1 1.00 – 1.75 Never / Not Effective
Table 8 shows the respondents’ level of  professional 
development activities based on post-graduate study. 
Overall, results show that the level of  professional 
development activities based on post-graduate study 
was very high as indicated by the overall mean of  3.54 
(SD=0.528) described as At all Times.This unveil that 
teachers pursue postgraduate study to improve their 
teaching skills. They wanted to expand their knowledge 
on fields related to their current areas of  specialization. 
Pursuing a postgraduate degree will give them invaluable 
experience that they can put into practice and gain 
practical skills in the classroom. In the article written by 
Coursera Staff  (2024), they reiterated that by enrolling in a 
postgraduate program, one can sharpen necessary skills in 
the field of  study with hands-on experience. Additionally, 
one’s career may benefit from the connections made 
with important industry figures. Many advanced degrees 
provide access to the possibility of  earning better salaries, 
although the earning potential varies as much as the job 
outlook does. According to Abellanco and Abendiano et 
al. (2020), teachers play a crucial role in nation-building. 
The indicator Provides teachers with hands-on learning 
experiences and increases proficiency in any discipline, 
obtained the highest mean rating of  3.61 (SD=0.529), 

described as At all Times. This means that teachers 
acquire advanced professional academic skills through 
postgraduate studies that enhance their educational 
knowledge and experience. Their postgraduate study 
provides them the ability to perform well the task or 
activity in a particular area. They can provide equitable 
learning opportunities to the students and assess their 
performance. The study of  Main (2023) identifies that 
hands-on learning, often referred to as experiential 
learning, is a pedagogical approach that immerses students 
in practical experiences, fostering a deeper connection 
with the subject matter. This form of  teaching encourages 
students to participate actively in their education, in 
contrast to traditional teaching approaches that frequently 
place an emphasis on memorizing and passive listening. 
The philosophy provides students with engaging hands-
on experiences that would further develop the learning 
process (Martin, 2020).
The indicator Helps advanced skills and in depth- 
knowledge on the subject areas got the lowest mean 
rating of  3.42 (SD=0.515), described as At all Times. 
The respondents strongly agreed that postgraduate 
studies sharpened their skills and abilities, even if  this 
indication had the lowest mean. and knowledge in the 
subject areas assigned to them. They have the depth 
of  knowledge of  the curriculum and understanding 
of  the subject matter to measure how the students 
learned during instruction. The school is a place of  



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learning for teachers and learners. Through professional 
development, educators can improve their methods and 

knowledge, which leads to the sharing of  skills between 
educators and learners.

Table 9: Summary of  the Respondents’ Assessment of  Professional Development Activities
Variables Mean SD Interpretation 
LAC Sessions 3.57 0.518 Highly Efficient
Trainings 3.55 0.522 Highly Efficient
Post Graduate 3.54 0.528 Highly Efficient
Overall 3.55 0.523 Highly Efficient

Legend:
4 3.26 - 4.00 Highly Efficient 
2 1.76 - 2.50 Less Efficient
3 2.51 - 3.25 Efficient 
1 1.00 -1.75 Not Efficient
Table 9 shows the summary of  respondents’ assessment 
of  professional development activities. Overall, results 
show that assess of  professional development activities 
was very high as indicated by the overall mean of  3.55 
(SD=0.523), interpreted as Highly Efficient. This unveil 
that the respondents have concluded that professional 
development programs help them become more 
skilled, encourage active learning, foster teamwork 
among colleagues, and set an example of  best practices. 
Based on the results, participants acknowledged that 
professional development activities had a major influence 
on their abilities and methods of  instruction. Teachers 
can cultivate a collaborative and dynamic learning 
environment in their field by participating in focused 
professional development activities. Teachers can use 
collective expertise to implement best practices in the 
classroom by exchanging ideas, sharing experiences, and 
learning from one another. Continuous professional 
development adds new knowledge to the teacher’s skill 
set and deepens the competency of  the areas where the 
teacher is already productive. (Washington, 2019).
The variables LAC Sessions obtained the highest overall 
mean rating of  3.57 (SD=0.518) interpreted as At all 
Times. This means that the respondents have proven 
the effectiveness of  LAC Sessions in engaging a group 
of  teachers to collaborate and share their challenges and 
experiences. It empowers them to shift their attitudes, 
behaviors and relationships as they interact. They 
internalized that by fostering their knowledge, attitudes, 
and competences in terms of  curriculum, instruction, 
and assessment in their job, LAC can enhance the 

teaching-learning process. Moreover, it would help 
them foster a better working environment and develop 
their interpersonal relationship with their colleagues 
and improve their competence. Based on DepEd Order 
No. 35, s 2016, which is known as Learning Action Cell 
(LAC) as a K to 12 Basic Education Program School-
Based Continuing Professional Development Strategies 
for the improvement of  teaching and learning. 
The variable Postgraduate Study got the lowest mean 
rating of  3.54 (SD=0.528), interpreted as Highly 
Efficient. This signifies that few teachers have a negative 
idea on the postgraduate study.  Based on the results 
of  this study, these are the teachers who do not believe 
that postgraduate study would help them advanced their 
skills and knowledge. However, the researcher refutes 
this finding. These teachers are aware that postgraduate 
study would enhance their skills and knowledge to 
improve the performance of  the students and grasp the 
advantage of  having postgraduate study. These are the 
teachers who do not pursue graduate study for several 
reasons. According to the article by Go Greenva (Mary, 
2022), while there are many reasons why one might 
choose to go to school, there are also many reasons 
why one might choose not to go. The reasons why 
someone might choose not to go to graduate school for 
teaching are because the cost of  graduate school can be 
prohibitive; the job market for teachers is increasingly 
competitive; working conditions for teachers can be 
challenging; the stress of  the job can be overwhelming; 
and there is no guarantee that you will be successful in 
the field.

Problem 3. Is there a Significant Relationship 
between the Respondents’ Pre-Observation and 
Their Professional Development Activities?

Table 10: Test of  Relationship between the Respondents of  Pre-observation and their Professional Development Activities
Variables Professional Development Activities Overall

LAC Sessions Trainings Post Graduate Study
r-value r-value r-value r-value
p-value p-value p-value p-value

Pre-Observation 0.514 0.505 0.238 0.590
(MPR) (MPR) (WPR) (MPR)
0.002* 0.004* 0.005* 0.007*
S S S S

Legend: *significant at p<0.05 alpha level S – significant NS – not significant



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Table 10 shows the relationship between the respondents’ 
level of  pre-observation and their professional 
development activities. Overall, the relationship between 
the respondents’ level of  pre-observation and their 
professional development activities was significantly 
moderate as indicated by the correlation r- value and 
probability value less than 0.05 alpha level, which led 
to the rejection of  the null hypothesis. This means 
that respondents’ level of  pre-observation and their 
professional development activities were correlated to 
each other.
The finding of  the significant relationship between pre-
observation and professional development activity in 
Learning Action Cell sessions implies that teachers who 
have attended the LAC sessions have knowledge and ideas 
of  what to teach during the pre-observation.  In addition, 
during the pre-observation conference, teachers who are 
enabled with the knowledge and skills can explain the 
process, identify the strategies, the instructional materials 
and evaluation to be employed by the observer during the 
observation.  During the discussions, they  would be able 
to elucidate their lessons, engage in collaborative decision 
making ,clarify expectations  and identify the areas where 
specific feedback should be  provided by the observer.
In the Philippines, the teachers’ quest for continuing 
professional development in Learning Action Cell 
Sessions helps to develop human potential to achieve 
quality teaching and learning. It provides a wider 
opportunity to level -up and guide teachers in promoting 
their knowledge, attitude and competencies for the 
effective implementation and delivery of  curriculum, 
instruction and assessment in all schools (Gamboa, 2023). 
In like manner, pre-observation is significantly correlated 
to training because training helps teachers improve their 
teaching competence and allows them to reflect on their 
teaching skills and practices. Further, through training, 
they would be able to implement innovative teaching 
strategies based on the competencies in the curriculum 
required by the agency.
According to Myrto et al. (2021), providing teachers with a 
complete and effective professional development program 
can be achieved by offering them a learning workshop 
training that combines lectures and hands-on activities. 
While practical sessions give instructors the chance to 

practice and enhance their skills, lectures give them the 
fundamental theoretical knowledge, research-based 
insights, and pedagogical tactics they need. By putting 
these components together, educators can participate 
actively in learning activities, get quick feedback, work with 
peers, and get a deeper understanding of  good teaching 
techniques. This blended approach fosters a dynamic and 
interactive learning environment, empowering teachers to 
enhance their instructional effectiveness, adapt to diverse 
classroom needs, and ultimately improve student learning 
outcomes.
Similarly, pre-observation is significant to training because 
teachers are able to transfer their learning from training 
to their work. They could apply the skills, knowledge, 
and behavior gained in the training to real situations. 
It also evaluates the effectiveness of  training and how 
it benefits their skills and performance. Kumar (2023) 
states that evaluating training effectiveness shows how 
useful current training offerings are and how they help 
in the future. Effective training leads to higher employee 
performance and satisfaction, boosts team morale and 
increases investments. In connection, pre-observation 
is significant to postgraduate study on the premise that 
having postgraduate study will expose teachers to new 
ideas and perspectives in teaching (Comon & Corpuz, 
2024). Attaining new ideas and knowledge will be 
applied in planning and activities for the pre-observation.  
Attending postgraduate study will increase expertise and 
build confidence, which will be carried into the classroom 
and ensure quality education.
According to Padillo et al. (2021), ensuring quality 
instruction is reflected in RA 7836 or the Philippines 
Professionalization Act of  1994 and it was stipulated 
that teachers shall pursue other studies to improve 
their efficiency, enhance their career status, and fortify 
competence, virtues and productivity to be nationally 
and internationally competitive. The Code of  Ethics 
for professional teachers encourages all school officials, 
including all teachers, to attend to their personal and 
professional growth.

Problem 4. Is there a Significant Relationship 
between Respondents’ Level of   Actual Observation  
and Their Professional Development Activities?

Table 11: Test of  Relationship between the Respondents Level of  Actual Observation and their Professional 
Development Activities
Variables Professional Development Activities Overall

LAC Sessions Trainings Post Graduate Study
r-value r-value r-value r-value
p-value p-value p-value p-value

Actual Observation 0.589 0.592 0.120 0.550
(MPR) (MPR) (WPR) (MPR)
0.001* 0.007* 0.090 0.001*
S S NS S

Legend: *significant at p<0.05 alpha level S – significant NS – not significant



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Table 11 shows the relationship between the respondents’ 
level of  actual observation and their professional 
development activities. Overall, the relationship between 
the respondents’ level of  actual observation and their 
professional development activities was significant as 
indicated by the correlation r- value and probability value 
less than 0.05 alpha level, which led to the rejection of  
the null hypothesis. This implies that respondents’ level 
of  actual observation and their professional development 
activities were related to each other.
Moreover, actual observation, which is an essential step 
in the assessment process on how the students perform 
in the classroom, has a correlation to professional 
development activity in Learning Action Cell sessions. 
During actual observation, the observer would be able 
to see how the teachers apply the theories learned in 
content and pedagogy, manage the learning environment 
and the conduct of  assessment to the students. Similarly, 
it allows to observe  how the students interact during 
class discussions and activities and later be able to 
provide feedback on what techniques, approaches and 
ideas to implement thus,creating a continuous cycle for 
professional development.On this context,  teachers who 
have participated in the LAC sessions can implement 
the content and performance standards and learning 
competencies effectively and assess the learning from 
their teaching.
In the article of  Baluyut ( 2024) emphasized that every 
learner is unique. Thus, teachers find different ways 
to address strategies for the needs of  every individual. 
They need to apply strategies and new techniques in 

teaching their lessons so as to make the teaching and 
learning process effective. In order to achieve the goal of  
catering quality education to the learners, teachers should 
continuously be organized and manage LAC sessions that 
will greatly help them as far as their professional growth 
is concerned. As to the significant relationship of  actual 
observation to training, the correlation can be viewed in 
the idea that as technology advances and strategies evolve 
in the workplace, there is a need to align with the changes 
in terms of  knowledge and skills.One of  the best ways to 
respond to the changes is by providing training  to help 
improve performance and efficiency in the workplace.
Furthermore, there is no significant relationship between 
actual observation to postgraduate study. The results 
depict that actual observation has no correlation to 
post-graduate study. This indicates that during the actual 
observation, the teacher was not able to provide effective 
instruction as planned because he did not prepare 
the teaching plan and not ready with the activities and 
instructional materials.   Teachers should always show 
confidence for the pupils to focus on whatever the 
activities are. Presentation, teaching devices, point of  
the lesson, classroom management, subject knowledge, 
pupil’s behavior management, awareness of  pupil’s 
need and generalization and contradiction of  the lesson 
are what the teachers should look at during the actual 
observation (Englatierra-Bilog & Manoos 2023).

Problem 5. Is there a Significant Relationship between 
the Respondents’ Level  of  Post - Observation  and 
Their Professional Development Activities?

Table 12: Test of  Relationship between the Respondents’ Level of  Post-observation and their Professional 
Development Activities
Variables Professional Development Activities Overall

LAC Sessions Trainings Post Graduate Study
r-value r-value r-value r-value
p-value p-value p-value p-value

Post Observation 0.197 0.118 0.195 0.188
(WPR) (WPR) (WPR) (WPR)
0.017* 0.007* 0.047* 0.006*
S S NS S

Legend: *significant at p<0.05 alpha level S – significant NS – not significant

Table 12 shows the relationship between the respondents’ 
level of  post-observation and their professional 
development activities. Overall, the relationship between 
the respondents’ level of  post-observation and their 
professional development activities was significant as 
indicated by the correlation r-value and probability value 
less than 0.05 alpha level, which led to the rejection of  
the null hypothesis. This implies that respondents’ level 
of  post-observation and their professional development 
activities was related to each other. This divulges that post- 
observation is correlated with professional development 
activity in LAC sessions because the sessions provided 

teachers to give critical reflection as to their knowledge on 
the curriculum and classroom practices. During the post-
observation, feedback on the performance of  the teachers 
and the behavior of  students, as well as the results of  
the evaluation, are discussed. It provides an opportunity 
to have reflective discussions about the lesson. Both the 
observer and the teacher would identify specific areas to 
be reinforced and improved, and when used, they could 
be the best tools for professional development.
Fare (2021) claimed that the post-observation conference 
is valuable and that it is a time dedicated to focusing. This 
experience serves as an opportunity for the teachers to 



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review the details of  a lesson with the observer while also 
reflecting on teaching practices. Not only does the post-
observation provide the teacher with accolades regarding 
their teaching performance, but it is also an exchange where 
the teacher can reflect and is provided with critical feedback 
to improve instructional execution moving forward. In 
relation to the significant relationship of  post-observation 
to training, teachers who constantly attend training have a 
high engagement level in acquiring skills and best practices 
to be used in performing their duties and responsibilities. 
These are the  teachers who, when provided informed 
feedback by the observer, could easily give insights and 
identify the  best practices that can lead to clearer and more 
focused instruction. They are receptive to feedback and 
aware that this can improve their performance and build 
strong relationships with the observer.
According to Al and Linkedin Community (2023), 
observation and coaching can bring benefits to the 
employees and the organization, such as enhancing the 
transfer of  learning from training to work, improving their 
performance and productivity, increasing engagement 
and retention, and strengthening the relationship and 
communication. This can be achieved by reinforcing 
the application of  skills, knowledge, and behavior in real 
situations, helping them overcome challenges, develop 
new competencies and achieve their goals. Consequently, 

post-observation is related to postgraduate study in 
the sense that post-observation is assessing a process 
or situation in a classroom and what is observed is 
documented. The actions and behaviors within the natural 
setting will provide insights and understanding of  the 
situation being evaluated. In some ways, it is connected 
with postgraduate study because it is an opportunity for 
the observer to share observations, hone their skills and 
deepen their understanding of  the subject areas.
Harrison ( 2023) elucidated the benefits of  pursuing 
graduate studies. One of  the benefits of  postgraduate 
study is the opportunity to gain specialized skills. It can 
help enhance expertise and credibility. Moreover, it offers 
flexible and lifelong learning for graduate students. Aside 
from that, it builds a professional network. In graduate 
school of  Teacher Education, they will meet people from 
different walks of  life. Hence,  it gives them a chance 
to build a network of  professionals.  Also, it offers an 
opportunity for a career change. Pursuing graduate study 
helps to reinvent oneself. The specialized skills and new 
knowledge being acquired can pave the way for more new 
opportunities in a different field. Finally, it gives first–
hand experience when immersed in the chosen field.

Problem 6. Based from the Findings of  the Study, 
What Intervention Plan Can be Designed?

Table 13: Matrix of  Intervention Plan
Areas of  
Concern

Specific 
Objectives 

Strategies / 
Activities

Persons 
Involved

Time 
Frame

Source of  
Fund

Budget Expected 
Outcome

Classroom Observation
A. Pre – 
Observation

To discuss on 
the  purpose 
and objectives 
of  the 
observation

Conduct 
meetings with 
the Teachers

School 
Head and 
Teachers

Year 
Round

Income 
Generating 
Project(IGP)

P 1,500 Documentation

To review on 
the lesson 
plans , teaching 
materials, 
guide, manuals 
and relevant 
documents

Check the 
lesson plans, 
teaching 
materials, 
guide, 
manuals 
and relevant 
documents

School 
Head and 
Teachers

Year 
Round

Income 
Generating 
Project(IGP)

P 1,000 Accomplished
Checklist

To review the 
alignment of  
the objectives 
to the 
evaluation to be 
administered to 
the learners

Inspect 
the lesson 
plans and 
evaluation 
materials

School 
Head and 
Teachers

Year 
Round

Income 
Generating 
Project(IGP)

P 1,000 Test Bank for 
evaluation

B. Actual 
Observation

To conduct 
actual 
observation

Observation 
of  teachers 
according to 
established 
protocols

School 
Head and 
Teachers

Year 
Round

Income 
Generating 
Project(IGP)

P 2,000 Accomplished 
COT Form



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To identify 
the range of  
instructional 
strategies 
that enhance 
learners 
achievement 
in literacy and 
numeracy skills

Taking 
detailed 
note on the 
instructional 
strategies

School 
Head and 
Teachers

Year 
Round

Income 
Generating 
Project(IGP)

P 2,000 Applied 
instructional 
strategies

To identify the 
integration of  
technology in 
the teaching – 
learning process

Conduct 
workshop on 
integration of  
technology

School 
Head and 
Teachers

Monthly Income 
Generating 
Project(IGP)

P 5,000 Adopted 
technology 
integration

To focus on 
capturing 
quantitative and 
qualitative data  
on different 
activities 
and students 
engagement, 
teacher and 
learners 
interaction 
and classroom 
climate.

Training 
Workshops

School 
Head and 
Teachers

Monthly Income 
Generating 
Project(IGP)

P 5,000 Compilation 
of  the data

C. Post - 
Observation

To determine 
the teaching 
strategies that 
suit to the 
subject matter

Conduct  post 
– observation 
meetings, 
sessions and 
workshops

School 
Head ,  
Facilitators 
and 
Teachers

Monthly MOOE P 5,000 Adopted 
the teaching 
strategies

To provide 
specific 
feedbacks 
on observed 
strengths 
and areas of  
improvement 
and any 
observed 
challenges 
during the 
observation

Discussion 
with the 
teachers on 
the findings

School 
Head and 
Teachers

Monthly MOOE P 2,500 Accomplished 
feedback 
forms

To promote 
reflective   
teaching 
practices

Dialogue 
and sharing 
insights 
on the 
observation

School 
Head and 
Teachers

Monthly Income 
Generating 
Project
(IGP)

P 1,000 Employed 
best teaching 
practices

Professional Development Activities
A.LAC 
Sessions

To enrich 
lessons with 
simple strategies 
in ICT that are 
developmentally 
appropriate

Collaborative 
workshops

School 
Head , 
Designated 
LAC 
Leaders 
and 
Teachers

Monthly Income 
Generating 
Project 
(IGP)

P 6,000 Applied 
technology 
integration



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To enable 
teachers to 
support each 
other to 
improve their 
knowledge, 
practice, skills 
and attitude

Peer 
Collaboration 
Sessions

School 
Head , 
Designated 
LAC 
Leaders 
and 
Teachers

Monthly Income 
Generating 
Project 
(IGP)

P 2,000 Accomplished 
Assessment 
Records

To develop 
activities for 
professional 
development 
that are aligned 
to the specific 
goals

Workshops, 
seminars, peer 
observation 
and action 
research 
projects

School 
Head , 
Designated 
LAC 
Leaders 
and 
Teachers

Year 
Round

Income 
Generating 
Project 
(IGP)

P 4,000 Accomplished 
LAC 
profile and 
assessment

B. Training To conduct a 
comprehensive 
assessment on 
specific areas 
for teachers’ 
professional 
development

Training 
Sessions and 
Surveys

School 
Head ,  
Facilitators 
and 
Teachers

Beginning 
of  the 
School 
Year

MOOE P 6,000 Accomplished 
survey forms

To identify if  
the curriculum 
addresses the 
identified needs 
and provide 
opportunities 
for active 
learning

Participation 
through 
interactive 
activities, 
group 
discussions, 
peer 
collaboration 
and hands 
– on 
experiences 
during the 
training

School 
head and 
Teachers

Beginning 
of  the 
School 
Year

MOOE P 5,000

To develop 
teachers 
innovativeness 
in teaching  the 
lessons

Training 
sessions on 
different 
innovations in 
teaching

School 
Head ,  
Facilitators 
and 
Teachers

Monthly MOOE P 3,000

C. Post – 
Graduate 
Study

To establish 
goals to help 
teachers  
enhance and 
advance their 
skills and in- 
depth 
knowledge on 
the subject 
areas

Assessment 
which include 
survey, 
interviews 
and group 
discussions

School 
Head and 
Teachers

Monthly MOOE P 2,000 Compilation 
of  the 
assessment 
forms

To encourage 
teachers to 
integrate their 
post graduate 
studies in 
instruction

Collaboration 
with 
colleagues on 
innovative 
teaching 
initiatives

School 
Head and 
Teachers

Quarterly Income 
Generating 
Project(IGP)

P 1,500 Applied 
innovative 
teaching 
initiatives



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Identify post 
– graduate 
programs that 
align with their 
professional 
practices

Seminars, 
conferences, 
webinars 
or lectures 
on relevant 
topics related 
to teaching.

School 
Head and 
Teachers

Quarterly MOOE P 5,000 List of  
graduate 
programs

CONCLUSIONS
Based on the results and discussions that have been 
presented, the following conclusions were made:
Majority of  the respondents assessed classroom 
observation on pre-observation, actual observation and 
post-observation as highly observed. Meanwhile, the 
professional development activities based on Learning 
Action Cell sessions, training and postgraduate were 
related as highly effective. In addition, it was revealed 
that there is a significant relationship between classroom 
observation and professional development activities.
Therefore, it can be concluded that classroom observation 
is necessary for continuous improvement in teaching and 
learning and for the holistic development of  the learners. 
Thus, the teacher’s performance needs to be assisted 
by the school heads and given instructional support to 
become effective and efficient teachers. Further, it is 
suggested that teachers continue attending Learning 
Action Cell sessions and training and pursue postgraduate 
study for professional development.

RECOMMENDATIONS
In accordance with the findings and conclusion of  
the study, the following recommendations are hereby 
presented:

1. School heads, during post-observation feedback, need 
to encourage the teacher to apply appropriate strategies 
to allow students to make meaningful connections on 
the lessons and provide real-life situations. It would help 
learners to participate and engage in different activities 
and situations presented to them. With the advent of  
technology, they should incorporate technology tools and 
equipment to make the students motivated and to deepen 
their understanding on the lessons.

2. Teachers may pursue graduate studies to enhance 
their skills and in-depth- knowledge on the subject 
matter of  their preference. Subject matter knowledge 
extends beyond knowing a lot of  something. It suggests 
that going deeper into the contents will yield greater 
and richer learning. They should also have effective time 
management skills to balance their work, personal lives, 
and other commitments.

3. The school head may create a supportive 
environment during the pre- observation so that  teachers 
would feel comfortable and confident. Teachers should 
plan ahead of  what is to prepare for the pre-observation. 
They should prepare the plan and identify the appropriate 
instructional tools and best technique to improve the 
teaching. They should fully grasp that supervision serves 

as an essential step to develop them professionally.
4. School heads and teachers may consider actual 

observation as a form of  collaborative professional 
development in as much as it is an avenue to display the 
instructional technique and ideologies that give direction 
to education in areas of  the curriculum.

5. DepEd may encourage teachers to pursue their 
graduate studies to possess specialized knowledge, 
improve their performance in different perspectives and 
as an avenue to open new opportunities. Additionally, 
professional development such as training,  seminars, and 
workshops should be organized and all teachers in the 
workplace should be accommodated.

REFERENCES
Abellanco, J., & Abandiano, M. (2020). The Mindset 

of  Teachers in Pursuing Graduate Education: A 
Grounded Theory. ISSN-2394-5125, 7.

Al and Linkedin Community. (2023). What are the key 
benefits of  coaching for employees and organizations? 
Retrieved March 2, 2024, from https://www.
linkedin.com/advice/1/what-key-benefits-coaching-
employees-organizations

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