ABSTRACT
This study explored teachers’ lived experiences with classroom observation as a basis for policy recommendations. Employing a qualitative phenomenological design, the study secured responses through extensive interviews using a researcher-developed instrument refined with adviser feedback. Ethical protocols were observed, including obtaining institutional permissions and obtaining informed consent from participants. Findings revealed that classroom observation fostered inner motivation, enhanced teaching strategies, and elicited feelings of tension. Challenges encountered included time management, learner misbehavior, and insufficient instructional materials. Teachers addressed these difficulties through coping strategies such as preparing supplementary learning resources, adopting varied pedagogical approaches, and maintaining positive dispositions. These insights underscore the complex dynamics of classroom observation and highlight the need for responsive policies that support teachers’ professional growth.
Keywords: Teachers’ Experiences, Classroom Observation, Policy Recommendation
INTRODUCTION
Effective principal practices for classroom observation shift from mere inspection to supportive professional development, emphasizing improvements in teaching quality, student engagement, and learning outcomes.
Altinok (2024) argues that a key component of the leadership role is teacher evaluation, which serves not only to maintain higher educational standards but also to catalyze teacher professional learning. Among the various evaluation methods, classroom observation is particularly valued for its ability to provide principals with real-time insights into instructional practices, enabling them to offer targeted feedback and instructional support (Brady & Wilson, 2021).
Skews (2022) believed that principals’ observations are an important part of the teacher evaluation process and, as such, are a valuable tool for securing high-quality teaching. The goal of observation is to help teachers grow by giving them performance feedback so they can do better in the future.
While evidence suggests that factors such as teacher experience, school characteristics, and administrative support influence classroom observation effectiveness, a critical issue in the literature is the tension between oversight and teacher autonomy (Ranjan, 2023).
Teachers often perceive their classrooms as private spaces where they exercise professional discretion, develop personalized teaching strategies, and build rapport with students (Cohen, Berlin, & Wiseman, 2022).
However, the value of classroom observation in enhancing teaching quality also underscores the tensions associated with the formal role of school principals in this process (Bellibas, 2023).
Moreover, Brouskelis (2024) said that a significant tension lies in navigating the delicate balance between fulfilling evaluation duties and maintaining a positive, supportive relationship with teachers. The requirement for principals to conduct classroom observations positions them to assess instructional quality and provide feedback, while being mindful of the potential impact on teacher autonomy and the classroom environment (Grissom, Loeb, & Master, 2023). Teachers may feel inspected and assessed rather than supported when their principal is present as an observer, upsetting this sense of autonomy.
The researcher observed that gaps in classroom observation often stem from observers focusing on evaluation rather than support, leading to teacher anxiety, a disconnect between policy and practice, and issues with tool validity due to observer bias. The incident happened in Muntinlupa, Las Pinas, where one teacher died during the observation of classes, prompting the researcher to conduct the study.
Thus, the present study was based on teachers' classroom observation experiences as groundwork for policy recommendations in the Schools District of Banate during the school year 2025-2026.
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