Classroom Observation Practices and Teachers’ Instructional Growth
DOI:
https://doi.org/10.65339/ijsis.V1.I3.219Keywords:
Classroom Observation, Feedback and Guidance, Instructional Supervision, Perceived Instructional Growth, Professional Development, Teachers’ PerceptionsAbstract
This study examined the association between teachers’ perceptions of classroom observation practices and their perceived instructional growth in public elementary schools across three Guiuan Districts, Schools Division of Eastern Samar, during School Year 2025-2026. Guided by Sociocultural Theory, Self-Efficacy Theory, and Feedback Intervention Theory, the study used a quantitative descriptive-correlational design and a researcher-developed, expert-reviewed questionnaire. Descriptive statistics and Pearson’s product-moment correlation were used to analyze the responses. Teachers reported favorable perceptions of observation frequency (M = 4.90), feedback and guidance (M = 4.80), observation criteria (M = 4.70), and administrative support (M = 4.90). They also reported frequent practices associated with perceived instructional growth in lesson planning (M = 4.77), classroom management (M = 4.83), instructional strategies (M = 4.59), and assessment and feedback (M = 4.76). A weak but statistically significant positive association was found between classroom observation perceptions and perceived instructional growth (r = .257, p = .044). Relatively lower-rated indicators included reflective post-observation discussions, advance explanation of criteria, instructional technology integration, and timely learner feedback. The findings support more constructive observation feedback, clearer criteria, and targeted professional development. Aligned with Sustainable Development Goal 4, the study highlights institutional supervision practices that may contribute to sustained instructional quality.
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