Towards the development of a framework for assessing performance of public preschool teachers

Date of Publication

2009

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Michaela P. Munoz

Defense Panel Member

Marikita T. Evangelista
Adelaida L. Bago

Abstract/Summary

The study's main thrust is to develop a framework for assessing performance of public preschool teachers, particularly in the Division of San Carlos City, Pangasinan. Public preschool teachers are held accountable with the children's learning but appropriate support and guidance in terms of assessment is not given to them. This can be traced to the fact that they are being assessed in the same manner as teachers in the grade school and high school levels. Due to the unique nature of the preschool children, the knowledge and abilities of a preschool teacher is different from the teachers in the higher levels. In the same manner, the assessment of teaching performance in preschool should be done quite differently. The study covered all preschool educators: teachers, principals, and supervisors from San Carlos City, Pangasinan. A total of 79 preschool teachers, 54 principals, and 2 supervisors were the respondents. Data were gathered through observations, interviews, and document analysis. Basically, current knowledge and abilities being used as measures in assessing teacher performance were reviewed and analyzed to whether these are based on theories. Existing assessment practices and tools used to evaluate preschool teachers were looked into as well. However, it was perceived that a limitation of the study is that it may only be reflective of the practices of the group of respondents. It was determined that the knowledge and abilities used as measures for assessment, the assessment practices and the assessment tools do not illustrate a unique characteristic that would attribute it to a preschool teacher assessment. Based on the results, a framework for assessing performance of preschool teachers was developed. The v developed framework was anchored with the competencies of a preschool teacher as described by the Curriculum Development Division of the Department of Education. There were 22 competencies and were categorized into the 6 roles that preschool teachers have: nurturer, observer, planner, interactor, evaluator, and communicator. The framework was geared towards building theoretical knowledge and combining best measures in assessing teaching profession in the preschool. Aside from the framework, a rubrics for assessing teaching performance was developed. With the rubrics, it is possible to do different assessments: self, supervisory, and peer. Both the assessment framework and assessment rubrics were tailored for preschool teachers. This kind of assessment is more appropriate and more meaningful to the preschool teachers. Thus, it will address their needs more effectively. It is recommended that other preschools will consider in adopting the developed framework. Having it used and tested from time to time will further enhance the assessment. An assessment appropriate for preschool teachers is the key to support continuous improvement efforts necessary for preschool teacher quality.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004658

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

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