The Effectiveness of the Classroom Observation in Enhancing the Instructional Practices of the English Teachers in the Public Junior High Schools in Polangui North District, Division of Albay
DOI:
https://doi.org/10.65339/ijsis.V1.I3.144Keywords:
Classroom Observation, English Teachers, Instructional Practices, Learner Engagement, Professional Growth and Development, Reflection, Sustainable Development Goal 4, Utilization of FeedbackAbstract
This study examined the effectiveness of classroom observation in enhancing the instructional practices of English teachers in Public Junior High Schools in Polangui North District, Division of Albay, during School Year 2025-2026. It was anchored on Reflective Practice Theory, Instructional Supervision Theory, the formative assessment perspective, and Social Cognitive Theory. A quantitative descriptive-evaluative-correlational research design was employed involving 30 English teachers selected through purposive sampling and total enumeration. Data were gathered using a validated 132-item survey questionnaire with a reliability coefficient of 0.94 and analyzed using frequency count, percentage, weighted mean, rank order, Kendall's Coefficient of Concordance W, and chi-square. Findings showed that the overall conduct of classroom observation was Very Much Evident, with a weighted mean of 4.75. The observation process ranked highest at 4.95, while follow-up actions or coaching ranked lowest at 4.37 and was interpreted as Much Evident. Classroom observation was also Very Much Effective in enhancing instructional practices, with an overall weighted mean of 4.83. Professional growth and development received the highest mean of 4.93, followed by lesson delivery, utilization of feedback, teachers' reflection, and learners' engagement. No significant agreement was found among respondent groups in the rank ordering of either the conduct or effectiveness dimensions, with all results at p>0.05. The study concluded that classroom observation serves as an important developmental mechanism for improving English instruction, although follow-up coaching requires further strengthening. It recommends consistent observation procedures, observer orientation and calibration, evidence-based feedback, differentiated coaching, action planning, mentoring, Learning Action Cell activities, and periodic review of the observation process. The study supports SDG 4: Quality Education by strengthening teacher development and instructional quality. Its sustainability impact lies in promoting continuous professional learning, consistent instructional supervision, and evidence-based institutional practices that support long-term improvements in English education.
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