Pedagogical processes fortify education. New pedagogical approaches which are learner-friendly as well as inspiring and motivating are necessary. Teachers motivate students, develop their critical thinking, and nurture moral values (United Nations General Assembly on Human Rights Council, 2012).
Assessing the pedagogical performance of teachers and establishing objective criteria in this regard is particularly challenging . Performance compliance relates to comprehension that is assessed towards benchmarks on exactness, completeness, speed and efficiency, as mentioned by Caluza B., et al. 2017. Furthermore, faculty assessment practices help determine the expectations of students, academic stand point, on the program objectives.
Consequently, the evaluation of the performance of an employee discloses an individual’s contribution in achieving the organization objectives. A person’s performance cannot be improved unless he is given feedback on his actions result. Feedback must be provided continuously for corrective actions and it should cover both positive and negative aspects (Biswajeet, 2009).
Apparently, through teacher evaluation, schools and teachers enjoyed professional development. In contrast, Conley, Smith, Collinson, and Palazuelos (2016) mentioned that teacher evaluation plays a crucial role in all teachers’ professional development. Meanwhile, some research has found that although teachers’ evaluations can serve as a primary lever for increasing the focus on teaching quality, many of the earlier reforms have failed. A better understanding of the numerous aspects of successful performance evaluation methods is still necessary (Elliot, 2015).
Educational assessment/evaluation is an important element in the educational system and educational policy. It requires effective educational assessment methods that will allow it to develop and direct human and concrete potentials (Taranuneh, Oshaibat & Ismael, 2016).
Kersten and Israel (2005) defined teacher evaluation as a process that identifies the different actions, dimensions, define teacher evaluation and components required for successful performance of work in educational institutions. In connection with this, research found that teacher evaluation is an essential tool for improving teacher effectiveness (Arar, 2014; Downey & Kelly, 2013; Muijs, 2006).
Generally, performance evaluations have become increasingly popular in assessing teachers’ holistic development (Margolis & Doring, 2013). Darling-Hammond and Synder (2000) described performance evaluations as an integrated view of teacher knowledge and practice, which addresses a common critique of teacher education assessment as piecemeal and disconnected from actual practice. Assessing teachers’ knowledge and competence in teaching and learning is part of their development. Thus, the use of performance evaluation tools can support the professional growth of teachers.
Accordingly, as cited by Arar and Oplatka (2011) and Arar (2014), a teacher’s evaluation contains some objectives. These objectives talked about quality control, professional development, and teacher motivation. Sergiovanni (2007) described quality control as a follow-up of the teaching and learning level at school using visits to the classroom, a tour of the school, and cross-section conversations with students. On the other hand, professional development described as a means of to help teachers enhance teaching and classroom life, improve basic teaching skills and widen their knowledge as well as their ways of using available teaching tools. Teacher motivation, talks about building and nurturing motivation and commitment to teaching the school’s general goals and its educational concepts (Arar and Massry-Herzallah (2016).
Factors influencing the quality of teacher evaluation in school includes the evaluator’s subjectivity, whether there is a search for teachers’ behaviors that comply with the principal’s goals of evaluation, the extent of the evaluator’s experience, the organizational climate, the extent of hostility between the principal and teachers (Arar & Oplatka, 2011).
According to Kersten and Israel (2005), bases on teachers evaluation are input (precision, fairness, trustworthiness, etc.), behavior (autonomy at work, effective relationships with colleagues, concern about what occurs in school and/or performance level (the teacher’s students reach high achievement levels in relation to those of colleagues and standard examinations.
The Department of Education, through the Teacher Education Council (TEC) issues this DepEd Order 42, s. 2017 entitled National Adaptation and Implementation of the Philippine Professional Standards for Teachers (PPST), refers to the quality of performance of each personnel to better serve its stakeholders. DepEd recognizes the benchmarks in the continuing professional development and advancement of the teacher based on the principle of lifelong learning.
The PPST seeks to set out clear expectations of teachers along specified career stages of professional development from beginning to distinguished practice; engage teachers to actively embrace a continuing effort in attaining proficiency; and apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. This composed of seven domains comprising 37 strands that refer to a more specific dimensions of teacher practices. These domains include the following: content knowledge and pedagogy; learning environment; diversity of learning; curriculum and planning; assessing and reporting; community linkages and professional engagement; and personal growth and professional development (DepEd Order 43, S. 2017).
Thus, the use of performance evaluation tools can support the professional growth of the teachers. As presented in the overview of PPST, the Department of Education (DepEd) mandated all public school teachers to be guided on the core competencies in their teaching practices as part of the Results-based Performance Evaluation System (RPMS).