Effects of Virtual Classroom Observation on the Work Performance of Teachers in Public Secondary Schools in Teresa Sub-Office

The study aimed to determine the effects of virtual classroom observation on the work performance of teachers in public secondary schools in the Teresa Sub-Office, Division of Rizal during the School Year 2021-2022. Descriptive survey research design was employed in the study utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data. Findings revealed virtual classroom observation affects the performance of teachers to a High Extent with respect to instructional skills, classroom management, utilization of instructional materials, and evaluation techniques. Teacher’s age, sex and educational attainment are not significant on instructional skills, classroom management, utilization of instructional materials and evaluation techniques. However, when it comes to evaluation techniques and classroom management, it has bearing when they are grouped according to their civil status, length of service, position title and webinars attended. The level of performance of teachers as revealed in their Individual Performance Commitment and Review Form (IPCRF) is Very Satisfactory at a mean of 4.17. There is no significant relationship between of the perception of the teachers on the extent of effects of virtual classroom observation with respect to instructional skills, classroom management and utilization of instructional materials and their performance. However, it is significant with respect to evaluation techniques. Based on the findings of the study, the following conclusions were formulated: Teachers’ age, sex and educational attainment are not predictors on their perception about the effects of virtual classroom observation on their performance. Instructional skills, classroom management and utilization of instructional materials are predictors on the performance of teachers. However, evaluation techniques do not correlate on their performance.