The Classroom Visitation Practices of Public Elementary School Administrators

Authors: Mariam A. Mapandi

DOI: https://doi.org/10.37082/IJIRMPS.v13.i6.232735

Short DOI: https://doi.org/hbbkc2

Country: Philippines

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Abstract: This study aimed to assess the classroom visitation practices of public elementary school administrators in the Tangcal District, Division of Lanao del Norte. Specifically, it examined the professional profiles of public elementary school teachers, the classroom visitation practices of school administrators, the perceived value of classroom visitation in enhancing classroom instruction, teachers' attitudes towards these practices, and the relationship between teachers' work experience and their perceptions of the value of classroom visitation. The study was grounded on several key assumptions: that the majority of classroom teachers possess the professional qualifications necessary to evaluate classroom visitation practices; that most school administrators implement favorable and supportive supervision strategies; that teachers generally perceive classroom visitation as beneficial to improving instructional delivery; and that a significant number of teachers hold positive attitudes toward these practices. The research tested the null hypothesis stating that there is no significant relationship between teachers' work experience and their perceptions of the value of classroom visitation. A normative-descriptive research design was employed, utilizing questionnaires, interviews, and observations to gather data from 25 public elementary schools within the Tangcal District, with a total of 138 teachers participating in the study. Data were analyzed using descriptive statistics, including frequency and percentage distributions, while the chi-square test was applied to assess the null hypothesis concerning the relationship between teachers' work experience and their perceptions of classroom visitation.

Keywords: Classroom Visitation, Teacher Perceptions, School Administration, Instructional Practices

Paper Id: 232735

Published On: 2025-11-15

Published In: Volume 13, Issue 6, November-December 2025

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