CLASSROOM Learning Environment, Leadership Behavior, and Performance Assessment Attitude of Special Education Teachers: An Explanatory Sequential DESIGN

Abstract

Performance assessment attitude is the teachers attitude to understand how students’ performance is evaluated and which strategies are utilized to evaluate. This study aimed to examine the relationship and influence of classroom learning environment and leadership behavior to performance assessment attitude of teachers. Likewise, employing the explanatory sequential mixed methods design specifically, descriptive correlation design and phenomenology were utilized to reveal intricate understanding of the experiences of Special Education Teachers in Region XI. A validated and reliability tested adapted survey questionnaire were used during the data gathering. More so, a validated guide questions based on the result of the quantitative strand was used in the IDI and FGD. Results were analyzed using descriptive statistics, Pearson r and multiple regression in the quantitative strand; thematic analysis in the qualitative strand. Findings of the study revealed that classroom learning environment of teachers was high, perceived leadership behavior of their school heads was very high, and performance attitude of teachers was very high. In addition, there was a significant relationship between classroom learning environment, leadership behavior, and performance assessment attitude. Moreover, it classroom learning environment and leadership behavior significantly influenced performance assessment attitude.  Further, confirmed very high rating, contradict moderate rating, and confirmed combined significant influence were the common essential themes. Furthermore, connecting-merging and connecting-diverging were the nature of data integration.