Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth

Abstract

This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employed to identify recurring themes, providing insights into the complexities of classroom observation practices among seasoned teachers. The study identified five significant themes: professional development and improvement opportunities, a shift from evaluation to growth mentality, reflection and emotional responses with coping mechanisms, long-term impact on student performance, and advocacy for authentic assessment. The findings revealed that instructors saw observations as critical to their professional development, moving from early anxiety to embracing them as chances for reflection and improvement. They established effective coping mechanisms to deal with observation-related stress and used feedback to improve their instructional approaches, which boosted student engagement and academic outcomes. The study emphasized the transformative change from perceiving classroom observations as evaluations to viewing them as learning opportunities. It also advocated for real assessment procedures that were consistent with instructional strategies. However, limitations such as sample specificity and inherent biases warrant caution when generalizing the findings. Future research should look at these patterns in different educational situations to have a better understanding of classroom observation methods.