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The Use of Clinical Supervision and its Effect to the Classroom Observation Tool Performance of Teachers

Daniel A. Dapitan, Dennis G. Caballes


This study aimed to determine the effects of clinical supervision on the teaching performance of teachers in senior high school through their Classroom Observation Tool scores. The study employed descriptive experimental design. The study was participated by 18 proficient teachers whose position is teacher I to teacher III. The study employed the classroom observation tool prescribed in the Results-Based Performance Management System-Professional Standards for Teachers (RPMS-PPST) of Department of Education. Classroom observation tool has been utilized to rate teacher’s performance in different indicators. It is composed of nine indicators which served as the focus of observation. Mean, standard deviation and Wilcoxon signed rank test were statistical tools utilized in the study. The first classroom observation focuses on the use of reflective supervision which garnered 5.48 as mean score. The second observation using classroom observation tool with pre, during and post conference garnered a Classroom Observation Tool (COT) mean score of 5.94. The study revealed that teachers have improved performance on their classroom observation tool after employing clinical supervision as depicted in the computed sig value of 0.002. With this, it is encouraged the use of clinical supervision as mode of classroom supervision.


Classroom Observation Tool, Clinical, Reflective, Supervision.

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