Teacher Performance Review and Evaluation: A Key Lever for Increasing Teacher Quality Time Management

Abstract

The main objective of conducting this study was to analyze and scrutinize the experiences, evaluate the coping strategies, and assess their insights on teacher performance evaluation and review, focusing on time management. Using the quantitative method of the study, results revealed that two themes were obtained for Figure Three, as described by the Experiences of Teachers on Increasing Time Management. Teachers mentioned and revealed during the interview: Reduced teacher stress and improved teaching skills. The fourth figure also possesses three themes that the teachers grasped as they described the coping strategies, they have developed to manage the said apprehensions on the classroom observation tool as an avenue for activity alignment. First was the openness to teachers' critiques; next was the promotion of teacher development; finally, there was ample time to prepare for the evaluation. Lastly, the educational insight of the teachers on the teacher evaluation was exemplified by three themes drawn and observed during the interview. These were the following: well-prepared teachers enhanced teaching competence and more creativity. It was indeed true that reduced teacher stress and improved teaching skills were among the things that they had chiefly experienced. This primarily connotes that teachers need time management to reduce the stress that they experience. Enhanced teaching competence and more creativity. This theme was a reminder that along with the teaching pedagogy, teachers must be prepared, especially in the delivery of instruction, to ensure the effectiveness, success, and enhancement of the teaching performance and to satisfy the learners with the lesson.