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EFFECTIVENES OF PERFORMANCE BASED TEACHER EVALUATION SYSTEM IN THE DIVISION OF RIZAL YASAY;

By: Contributor(s): Material type: TextPublication details: © 2025Description: xiii, 158 leaves; Illustration 28 CM Media type:
  • unmediated
Carrier type:
  • volume
LOC classification:
  • GST LG221. R59 Y29 2025
Dissertation note: GSTHESIS MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT UNIVERSITY OF RIZAL SYSTEM 2025 Summary: his study evaluated the effectiveness of the Performance-Based Teacher Evaluation System (PBTES) in public elementary schools within the Division of Rizal using a mixed-methods approach. A total of two hundred thirty-five (235) teachers responded to a survey, and twenty-five (25) teachers participated in interviews from six (6) public schools across different clusters. The majority of respondents were female, aged 26-35 years old, married, and in the early stages of their teaching careers. Most held Teacher I position and had not yet pursued graduate studies, relying instead on school-based training for professional growth. Overall, teachers rated the PBTES as "Much Effective" across all areas: organization and clarity, content relevance, usefulness for professional growth, administration, and time management.
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Theses and dissertations Antipolo College Library On Display GST LG221. R59 Y29 2025 (Browse shelf(Opens below)) Not for loan URSANT-GST1580

GSTHESIS MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT UNIVERSITY OF RIZAL SYSTEM 2025

his study evaluated the effectiveness of the Performance-Based Teacher Evaluation System (PBTES) in public elementary schools within the Division of Rizal using a mixed-methods approach. A total of two hundred thirty-five (235) teachers responded to a survey, and twenty-five (25) teachers participated in interviews from six (6) public schools across different clusters. The majority of respondents were female, aged 26-35 years old, married, and in the early stages of their teaching careers. Most held Teacher I position and had not yet pursued graduate studies, relying instead on school-based training for professional growth. Overall, teachers rated the PBTES as "Much Effective" across all areas: organization and clarity, content relevance, usefulness for professional growth, administration, and time management.

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