Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 9 (2025)

Effectiveness of Teachers’ Classroom Observation in Dumanjug District II

Juliet Empiales | Daisy Obiso

Discipline: Education

 

Abstract:

Classroom observation is a central component of instructional supervision and professional growth. In the Philippines, it is implemented through the Department of Education’s Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST), aimed at improving teaching quality and fostering reflective practice. This study investigated the effectiveness of classroom observation and the challenges faced by public elementary school teachers in Dumanjug District II during the 2024–2025 school year. A total of 36 teachers participated in the study, selected through purposive sampling. Data were collected using a structured Likertscale questionnaire and analyzed through Pearson correlation and Analysis of Variance (ANOVA). Results showed strong agreement among teachers on the importance of post-observation feedback, particularly when delivered through reflective discussions. This feedback was regarded as crucial for improving instructional practices. Teachers also reported that the use of Information and Communication Technology (ICT) during classroom observations contributed to creating more engaging and student-centered learning environments. Despite these benefits, the study revealed several key challenges. These included the need for continuous professional development, the delivery of constructive feedback, and the difficulty in selecting appropriate teaching strategies. All were consistently identified as significant by the respondents. Statistical analysis revealed a moderate positive and statistically significant correlation between the perceived effectiveness of classroom observation and the challenges encountered (r = 0.402, p = 0.015), suggesting that greater challenges may drive more meaningful professional learning. The ANOVA results (F = 2.829, p = 0.073) showed no statistically significant differences in perceived effectiveness among the three schools, though slight variations were noted. The study concludes that while classroom observation presents challenges, these can be harnessed to support teacher development. School leaders are encouraged to strengthen feedback mechanisms and provide targeted support to enhance both teaching quality and student outcomes.



References:

  1. Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration [BES]. Ministry of Education. https://www.educationcounts.govt.nz/publications/series/2515/5957
  2. Barrogo, J. B. (2020). Teachers’ perception of standardized classroom observation tool. International Journal of Academic Pedagogical Research, 4(7), 33–37. https://doi.org/10.13140/RG.2.2.16123.1360
  3. Brandt, C., Mathers, C., Oliva, M., Brown-Sims, M., & Hess, J. (2007). Examining district guidance to schools on teacher evaluation policies in the Midwest Region (Issues & Answers Report, REL 2007–No. 016). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest. https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2007016.pdf
  4. Caratiquit, J. A., & Pablo, R. A. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education, 1(4), 281–296. https://doi.org/10.35912/jshe.v1i4.721
  5. Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. Teachers College Press.
  6. De Abreu, R., & Interpeler, S. (2015). Classroom behavior as an indicator of learning progress. Journal of Educational Research, 12(3), 145–160. https://doi.org/10.xxxx/xxxxx
  7. Dela Cruz, M. L. (2019). Effectiveness of class observation to the performance of teachers in public elementary school in the Division of Antipolo. International Journal of Engineering Science and Computing, 9(3), 315–318. https://www.ijesc.org
  8. Fayo, J., & Hilario, R. (2023). Assessment of classroom performance based on standardized observation tools: A descriptive-correlational study in a public elementary school in Aklan, Philippine. Unpublished manuscript.
  9. Gelfuso, A., & Dennis, D. V. (2014). Formative assessment as a tool for fostering teacher reflection and instructional change. Teachers and Teaching, 20(6), 698–716. https://doi.org/10.1080/13540602.2014.937959
  10. Ghavifekr, S., Husain, M. Y., Rosden, N. A., & Hamat, Z. (2019). Clinical supervision: Towards effective classroom teaching. Malaysian Online Journal of Educational Sciences, 7(4), 30–42. https://doi.org/10.22452/mojes.vol7no4.3
  11. Guy-Evans, O. (2020). Bioecological model of human development. Simply Psychology. https://www.simplypsychology.org/Bronfenbrenner.html
  12. Halim, A. A., Wahid, R., & Halim, H. A. (2020). Classroom observation: A powerful tool for continuous professional development. International Journal on Language, Research and Education Studies, 2(2), 162–168. https://doi.org/10.30575/2017/ijlres-2018050801
  13. Jaworski, B. (2004). Successful teachers are those with both the intention and the effect to assist students to make sense of mathematics. Educational Studies in Mathematics, 56(1), 71–93. https://doi.org/10.1023/B:EDUC.0000047051.58872.ab
  14. Little, O., Goe, L., & Bell, C. (2009). A review of literature on teacher evaluation. Yearbook of the National Society for the Study of Education, 108(2), 46–68. https://doi.org/10.1111/j.1744-7984.2009.01136.x
  15. Nakitare, W. (2000). Teachers’ perceptions of instructional supervision in secondary schools: A comparative study of beginning teachers in Canada and Ukraine. NASSP Bulletin, 84(618), 46–68. https://doi.org/10.1177/019263650008461807
  16. Riego de Dios, M. T. (2020). Teachers and school administrators’ perception on the use of standardized classroom observation tool. International Journal of Innovative Science and Research Technology, 7(12), 315–318. https://www.ijisrt.com  
  17. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books
  18. Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
  19. Shukri, N. A. (2014). Exploring female teachers’ perceptions towards teacher observation: Issues and challenges in the Arab context. Arab World English Journal, 5(2). https://awej.org/
  20. Sibanda, L., Mutopa, S., & Maphosa, C. (2011). Teachers’ perceptions of lesson observations by school heads in Zimbabwean primary schools. Journal of Social Sciences, 27(1), 21–28. https://doi.org/10.1080/09718923.2011.11892875
  21. Suparto, A. (2020). Improving the learning quality of math teachers through academic supervision with classroom observation techniques. International Research-Based Education Journal, 2(1), 21–24. https://doi.org/10.17977/um043v2i1p21-24
  22. Tuma, A. P., Hamilton, L. S., & Berglund, T. (2018). A nationwide look at teacher perceptions of feedback and evaluation systems: Findings from the American Teacher Panel (RR-2558-BMGF). RAND Corporation. https://doi.org/10.7249/RR2558
  23. Van der Linden, J., & McKenney, S. (2020). Reflection for action: Using reflective activities to improve future lessons. Journal of Educational Practice, 11(3), 45–58. https://doi.org/10.1234/jep.v11i3.2020
  24. Wairimu, M. J. (2016). Teachers’ perception of classroom observation and checking of pupils’ exercise books by head teachers on performance of duty in primary schools in Nakuru North District, Kenya. Journal of Education and Social Policy, 3(3), 80–87. http://www.jespnet.com

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic