ABSTRACT
This qualitative-phenomenological study was conducted to explore the lived experiences, challenges, and coping strategies of seven (7) Senior High School English teachers and four (4) School Heads regarding the feedback-making process during classroom observations as bases for training program. Results revealed English teachers’ experiences: highlighting strengths and areas for improvement, learning to process constructive and negative feedback, and developing creative ways of addressing classroom observation. School heads’ experiences were: coaching opportunity, ensuring that teachers attain professional standards, and encouraging information processing for teachers. Challenges encountered by teachers were: time constraints and heavy workload and uneasiness in hearing negative criticism. School heads’ challenges were: limited feedback time and teacher defensiveness. English teachers’ coping strategies were: maintaining open-mindedness, collaborating with colleagues, and practicing active listening. School heads’ coping strategies were: utilizing digital templates and maintaining active listening.
Keywords: Classroom Observation, English Teachers, School Heads, Experiences, Feedback Making, Training Program
INTRODUCTION
Global educational standards, championed by UNESCO (2024) and the OECD (2025), emphasize that classroom observations must transition from administrative monitoring to "collaborative leadership". However, the OECD (2024) identifies a significant gap: while observations are universal, only about half of teachers receive a concrete development plan. In the Philippines, this mandate is operationalized through the RPMS-PPST framework. Yet, despite reforms like the Multi-Year PMES (2025), studies by Caratiquit and Pablo (2024) and Empiales and Obiso (2026) reveal that "evaluation anxiety" persists, thereby reducing feedback to a mere compliance exercise.
Ideally, classroom observation and feedback function as a single instructional cycle where observation provides evidence and feedback translates it into growth. However, this connection is often severed by power dynamics that transform developmental tools into "top-down" judgments. For English teachers, this carries a unique "double scrutiny" of both pedagogical skill and linguistic proficiency (Mendoza, 2026). This pressure often triggers a high "affective filter," thus leading to a defense mechanism where teachers offer "superficial agreement" to avoid conflict rather than engaging in authentic professional improvement.
The efficacy of this process is further hindered by the "diplomatic-honest" paradox, wherein school heads struggle to provide rigorous critique without damaging professional rapport. The "administrative-heavy" nature of Philippine supervision often strips the observation of its formative potential, thereby leaving a "feedback vacuum." Consequently, this study justifies the need for a training program focused on relational leadership and dialogic competence. By addressing these interpersonal gaps, classroom observations can finally fulfill their purpose as a genuine bridge to instructional excellence.
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