TEACHERS’ PERCEPTION REGARDING EFFECTIVENESS OF STANDARDIZED CLASSROOM OBSERVATION TOOLS AT PRIMARY LEVEL IN TEHSIL SANGLA HILL DISTRICT NANKANA SAHIB

Abstract

A classroom observation tool is a systematic method used by educators and administrators to gather data and assess various aspects of teaching and learning in a classroom setting. It helps provide feedback to teachers, identify areas for improvement, and promote professional growth. The present study focused on the teachers’ perception regarding effectiveness of standardized classroom observation tools in district Nankana Sahib which consists of three tehsils i.e. Nankana Sahib, Sangla Hill and Shah Kot. Out of these three tehsils Sangla Hill was selected conveniently. There were total 49 primary schools (male = 19, female =30) in the selected Tehsil. The number of teachers working in these schools were 296 (male = 133, female =163). All the teachers of these selected schools was the population of the study. There were total 296 teachers in these 49 schools according to the data collected from school information system(SIS) i.e. www.sis.punjab.gov.pk. Online available software i.e. www.surveysystem.com was used to determine the sample size of the study. A sample size of 141 teachers was calculated keeping confidence level of 95% and confidence interval 6%. By using proportionate sampling (male = 63; female = 78), researcher ensure that the sample size. The respondent were selected by convenient sampling technique. A well-structured, validated and reliable questionnaire was used to collect data. The data were analyzed and found that a significant proportion of the participants concurred that the implementation of standardized classroom observation tool (SCOT) contributed to their increased knowledge of ICT usage (4.58±.77) and facilitated advancements in teaching and learning (4.52±.89). As such, it can be concluded that SCOT is a valuable tool for enhancing educational outcomes. It was also observed that the teachers received feedback during the reflective conversation is/are sufficient (4.47±.94) and teachers are delighted with the classroom observation tool (4.58±.76). The study's overall results indicate that implementing SCOT leads to enhancements in students' social and teamwork proficiencies (4.65±.66) and improvements in their intonation abilities (4.65±.72). The implementation of SCOT has been found to be beneficial in enhancing students' academic performance (4.60±.75). Teacher should be made familiar with the observation tools and students achievements. In this regard teacher confidence and conceptual ability should be polished to obtain the results.