📄 Abstract
Classroom observation plays an important role in evaluating teacher’s performance. It covers the pedagogical practices, personal and professional growth. This sometimes necessitates teachers to have high level of preparation as classroom observation is rated by an observer. Teacher also experienced challenges often evokes a range of emotions and perception. Teachers experienced emotional unstability particularly during the delivery of the lesson knowing that somebody is observing the class. This qualitative inquiry explored the lived experiences of teachers in classroom observation specifically on how classroom observation affects their teaching strategies and on their motivation towards teaching. The study revealed that despite the preparation made by teachers before classroom observations, teachers still experience pressure that resulted to adjustments of their teaching strategies. This hindered the achievement of learning outcome. Learners behaved unnaturally during observation. Post- observation also plays critical role to teacher’s development as constructive criticism aims to promote self-improvement. Though some teachers perceived classroom observation as stressful, teachers have to be reminded that the ultimate purpose of doing it, is to improve the teaching strategies of teachers. It was emphasized in this study that in order to attain the goals of classroom observation, observer and teacher should a mutual understanding about the process. Observers are expected to be supportive to teachers through constructive criticism that allows teachers to be more motivated towards teaching. Observers should have an observing environment and attitude that encourages the teachers to do their best without feeling any pressure at all.
🏷️ Keywords
📚 How to Cite:
Daniel B. Sadia, Elizabeth D. Dioso , EXPLORING THE EXPERIENCES OF TEACHERS ON CLASSROOM OBSERVATION: A QUALITATIVE INQUIRY , Volume 12 , Issue 8, august 2025, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra23675