ABSTRACT
This qualitative study aimed to determine classroom observation implementation in public elementary schools as bases for policy recommendation. Through in-depth interviews, this study collected data from ten elementary school teachers and five school principals. Data gathered was analyzed using thematic analysis. The results revealed that teachers perceived classroom observation using the Classroom Observation Tool (COT) as being hindered by three challenges: inadequate preparation time, feelings of being overly burdened, and insufficient resources. Furthermore, teachers reported experiencing inconsistent feedback, biased judgment, and significant stress during classroom observations. Giving of technical assistance and setting targets to teachers were considered during classroom observation by the school heads. Classroom observation served as a guide to school heads in giving constructive feedback and in monitoring teachers’ progress. Given the findings of this study, a policy recommendation was proposed for the improvement of classroom observation
Keywords: Classroom Observation Implementation, Public Elementary Schools, Policy Recommendations
INTRODUCTION
Classroom observation is a collaborative and reflective practice where educators visit and observe their peers' teaching methods, with the ultimate goal of enhancing instructional techniques and fostering professional growth. This observational approach enables teachers to systematically evaluate and document specific aspects of classroom dynamics. Notably, classroom observation is a valuable tool for teachers at every stage of their career, as it promotes self-awareness and intentional instructional refinement. Even experienced educators may benefit from observation, as it can reveal unconscious patterns in their interactions with students. A primary objective of classroom observation is to inform and improve teaching practices, facilitating data-driven instructional adjustments through constructive feedback. By engaging in this reflective process, teachers can identify areas of strength and weakness, and implement targeted strategies to optimize their instructional effectiveness (Halim et al., 2018).
In the Philippines, the K to 12 Law, as stipulated in Republic Act 10533, incorporates classroom observation as a key metric for ensuring quality teaching. Specifically, Section 14 of the law mandates the Department of Education (DepEd) to submit reports on various aspects of implementation, including teacher welfare and training needs, which can be assessed through teacher classroom observation. Furthermore, the 2018 Revised Results-Based Performance Management System Manual defines classroom observation as a feedback mechanism for enhancing teacher classroom practice. This process encourages teachers to engage in reflective practice, fostering self-awareness and professional growth. Additionally, classroom observation provides empirical evidence of teacher performance, highlighting areas of strength and improvement.
According to Duncan (2021), classroom observation plays a vital role in teaching, as it enables educators to assess the effectiveness of their instructional methods and identify areas for improvement. This reflective process ensures that teachers provide a high-quality learning experience, fostering student engagement and promoting critical thinking skills. Moreover, Halim et al. (2018) emphasize that teachers are accountable for their own professional growth and development. Classroom observation serves as a valuable tool in this endeavor, facilitating the refinement of teaching practices and ultimately enhancing the quality of education offered.
According to the study of Borko and Putnam (2021), many teachers experience heightened stress or anxiety during classroom observations, which can disrupt their teaching style and negatively impact their performance. This anxiety often stems from the pressure of being evaluated, leading to less authentic or spontaneous teaching. When teachers are pressured, it can undermine their confidence and hinder their professional development.
Inadequate professional development for observers can result in a lack of understanding of the observation process, leading to ineffective feedback and inaccurate evaluations. As observed by Riehl (2020), professional development for educators involved in observation is essential to ensure they are equipped to provide constructive feedback and support teacher improvement. The lack of facilities and equipment for classroom observation can also significantly hinder the effectiveness of both the teaching process and the observation itself. of resources.
Therefore, the study was conducted to determine the classroom observation implementation in public elementary schools. As an elementary teacher, the researcher had experienced judgments by his school head and colleagues on how he handles classes. He experienced being observed and asked for an interactive lesson, but the school had no enough resources such as multimedia tools to be utilized. Teachers were expected to be the best during classroom observation but due to the lack of resources and motivation, their performance was affected. It sometimes caused stress to them especially on managing their time in Teachers are committed to serve and teach as long as their effort and hard work were recognized and valued.
Therefore, this study aimed to investigate the implementation of classroom observation in public elementary schools. The findings may serve as a foundation for evidence-based policy improvements that can optimize teaching practices and, ultimately, student outcomes.
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