Development and validation of a faculty evaluation system and instruments for archdiocesan elementary schools in Pampanga

This is a descriptive study aimed at the development and validation of a faculty evaluation system and of faculty evaluation instruments for archdiocesan elementary schools in Pampanga. The participants were 31 administrators and 72 teachers in five elementary schools in this archdiocese. This study had its conceptual underpinnings on the basic attributes of sound teacher evaluation developed by the Joint Committee on Standards for Educational Evaluation (Shinkfield & Stufflebeam, 1995), namely, propriety, utility, feasibility and accuracy. The input-process-product research paradigm was used in conducting the study. Data were gathered through survey questionnaires, focus interviews, and school records and documents particularly concerning their faculty evaluation systems and evaluation instruments. Qualitative analysis of data was done to identify commonalities among the participants\u27 faculty evaluation instruments and practices, and their evaluation systems\u27 strengths and weaknesses. The proposed instruments were subjected to content validation by experts and by a selected number of participants. Statistical validation of the proposed classroom observation instrument was also done with the use of factor analysis, item total correlational analysis, and t-test for independent samples to determine its construct validity, reliability, and discriminant validity, respectively. Findings showed that the participant schools did not have formal and written guiding concepts, clear guidelines, and systematic procedures regarding faculty evaluation. Moreover, their existing evaluation instruments were not validated. Participants were unanimous in their positive evaluation of the proposed faculty evaluation system based on the standards of propriety, utility, feasibility, and accuracy. Factor analysis of the proposed classroom observation instrument resulted to the reduction of the hypothesized indicators from 54 to 47, and their classification into seven factors, three of which were among the initially hypothesized factors before factor analysis. These were communication skills, instructional skills, and command of the subject matter. The four other areas that emerged were teacher\u27s task orientation, lesson clarity, student engagement in the learning process, and learning climate. The proposed classroom observation instrument was found to possess internal consistency (r=0.8413) and a high discriminant validity, based on the computed t-value of 21.361 (df=78, pMoreover, the proposed evaluation instruments may be tried out in other private Catholic elementary schools in other geographical locations to test their applicability in other school settings. As an offshoot of the study, norms may be developed for the classroom observation instrument. Replication of the study is also recommended for public and non-sectarian elementary schools, and for other curriculum levels, particularly in the preschool and high school levels