Promoting Reflective Teaching Practices: Using Self-Assessment Tools to Enhance Teacher Effectiveness

Abstract

Self-assessment is a crucial tool for teachers in enhancing their instructional practices and professional growth. By evaluating their own teaching strategies, classroom management, and student engagement, teachers can identify strengths and areas for improvement, ultimately leading to better learning outcomes. Observations on the use of self-assessment tools among teachers reveal distinct patterns between novice and experienced educators. Novice teachers, often in their early years of teaching, tend to rely on self-assessment tools for basic instructional improvements, such as lesson delivery, classroom management, and student engagement. This action research determined the different levels of self-assessment among collaborative non-directive teachers in Maguikay National High School, West I District in the S.Y. 2024-2025, second semester. This inquiry employed a mixed-method design. The researcher tapped the 17 collaborative and 13 non-directive teachers based on the MIS results. This study utilized convenience sampling. Quantitative data revealed that there is no statistically significant relationship between the teacher's classification (collaborative or non-directive) and the elements of self-assessment, as all p-values exceed the 0.05 threshold. Qualitative data revealed five themes: navigating the challenges of self-assessment, establishing self-assessment into diverse teaching methods, integrating self-assessment into diverse teaching methods, foster critical thinking and transfer of learning, enhancing reflection and performance through feedback. The study concludes self-assessment tools effectively foster reflective teaching practices across various instructional styles, though gaps in feedback highlight the need for more structured and actionable guidance. By integrating self-assessment with targeted feedback strategies and professional development programs, schools can enhance teacher effectiveness, promote sustained reflective practices, and ultimately improve student learning outcomes.