Performance evaluation of teachers in the K to 12 curriculum

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Author: Elle, Jude Cris Alonso T. et.al

Accession Number: 847

Class No: AV-UGT

Author No:

Copyright Year: 2016

Abstract:

Abstract This descriptive study aimed to determine the performance evaluation of teachers in the K to 12 curriculum taken as an entire group and when categorized according to length of service, age, and educational attainment. This study evaluated 30 Grades 1-3 teachers from three schools in the districts of Igbaras, Tigbauan, and Oton who had taught in the K to 12 curriculum. Each teacher evaluation was done by 3 of their peers, 1 supervisor, and self. Mean and standard deviation were used for descriptive analysis while t-test and ANOVA were used for inferential analysis to find out if there is a significant difference in the performance evaluation of teachers when they were categorized according to length of service, age, and educational attainment. Findings of the study revealed that the performance evaluation of teachers in the K to 12 curriculum taken as an entire group was very satisfactory. When categorized according to length of service, all the teachers performed very satisfactory whether they had taught for 9 years and below, 10 to 19 years, or 20 years and above. When categorized according to age, teachers’ ages 20-30 years old performed very satisfactory. The same result of performance evaluation was rated to teachers ages 31-40 years old, 41-50 years old, and 51 years old and above. When categorized according to educational attainment, both teachers with baccalaureate degree and master’s degree got the same performance result which was very satisfactory. It was further found out that there was no significant difference in the performance evaluation of teachers in the K to 12 curriculum classified according to length of service, age, and educational attainment.


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