The Philippine Educational System has underwent various educational reforms over the years. From the Basic Education Curriculum (BEC), it created a huge paradigm shift in its system, giving way to K-12 Curriculum. The mentioned curriculum added two years to the 10-year current curricula, claiming that this may decongest the subjects in the secondary level, thus, allowing learning to take place. The K-12 Curriculum is result-based, which means it is comprised of performance tasks and presentation of outputs. It's been the long aim of the Department of Education to be at par with its nearby South Eastern countries, in terms of education and economic status. This study aims to describe the Strengths and Weaknesses of the Classroom Observational Tools used under the K-Program.
The study was conducted during the second and third quarter of the Academic Year, 2018-2019. The respondents were fifty-five teachers including the Subject Teachers, Coordinators, Department Heads, and the Principal at Pangarap High School, District I, Division of Caloocan City.
The respondents comprised of 46 females, making 84% of the entire population and 9 males, equal to 16%. In terms of length in service, 30 respondents had stayed in the academe for 6-10 years, and 16-20 years, which isequivalent to 54%, 1-5 years experience, 38%, and only 4 have 16-20 year experience, equal to 7%. It can be concluded that most of the respondents have experienced in the changes in the academe since K-12 was implemented.
The highest educational attainment of most of the respondents is only Bachelor's Degree, with 28 respondents, making 51% of the entire population, 27 among which are Master's Degree Holder, or are currently taking their Master's Degree, equivalent to 49% of the popullation, while there are no graduate of Doctorate Degree.
Based on the study, the utmost strength of RPMS-COT is that the objectives are attainable, followed by it being objective, next is RPMS is focus on teaching strategies, both Logical Sequence and Clarity ranked second to the list. The last is RPMS-COT may be used in RMPS Development.
The Null Hypothesis is accepted, which means there is no significant difference between the perception of rater and ratee in RPMS-COT. The main problem of RPMS-COT is that it was not thoroughly discussed to the ratees before it was fully implemented. This is followed by the RPMS which did not allow the teachers to design their own learning plans or lessons as they had to follow the content of RPMS. Lastly, it was a concern that the objectives cannot be attained during the observable period. On the other hand, the advantages of using RPMS-COT is that it promotes constant monitoring between the rater and ratee. This allows the rater to progress with the ratee, whereas it also allows the ratee to continuously develop their strategies and techniques in teaching. The second advantage is RPMS promotes coaching, and the third is that observational tool is brief and concise which make it easier to understand. On this regard, the researcher developed an Action Plan intended for the Teacher's Development that will be implemented in the next Academic Year 2019-2020 that will run from May 2019- March 2020.