The use of classroom observation tool, teaching efficacy, and performance: Basis for action plan

This research investigated the impact of a standardized classroom observation tool on teachers’ perceptions and teaching effectiveness in the Sagbayan District during the 2024–2025 academic year, involving 145 teacher participants. Survey data were collected and analyzed using ANOVA and correlation techniques to examine how factors such as age, educational background, and years of teaching experience relate to perceptions of the tool, teaching efficacy, and teacher attitudes. Overall, teachers responded positively to the observation tool, with a composite mean score of 3.42. They especially appreciated its usefulness in promoting self-assessment (mean = 3.60). However, challenges were noted in terms of technology access, particularly for educators with limited ICT skills (mean = 2.77). The results also indicated a high level of teaching efficacy across the sample (composite mean = 4.22), with teachers feeling most capable in promoting student engagement (mean = 4.36), and somewhat less confident in managing difficult classroom behaviors (mean = 4.12). Although demographic factors like age, education, and experience did not significantly influence perceptions or efficacy, attitudes toward the observation tool did vary by age and years of experience. A strong positive correlation was found between favorable perceptions of the tool and higher teaching efficacy, suggesting the tool’s potential to enhance professional practice. In contrast, general attitudes toward being observed did not directly impact teaching effectiveness. The findings emphasize the need for customized training programs to improve ICT accessibility, revised observation protocols tailored to teachers at different career stages, and regular evaluations of the tool to maintain relevance. Recommendations include professional development initiatives, peer mentoring systems, and ongoing refinement of observation practices to better support teacher growth and foster reflective teaching.