Exploring Milagros East District Teachers' Live Experience in Classroom Observation: A Phenomenological Inquiry
DOI:
https://doi.org/10.65339/ijsis.V1.I1.2Keywords:
Classroom Observation, Lived Experiences, Teacher Performance Evaluation, Phenomenological Study, Learning Action Cell (LAC), Professional DevelopmentAbstract
Classroom observation is an essential component of the Department of Education's teacher performance evaluation system, designed to enhance instructional quality, promote reflective practice, and support continuous professional development. Despite its developmental intent, teachers often experience varying emotional, instructional, and professional challenges throughout the observation process. This phenomenological study explored the lived experiences of public secondary school teachers in Milagros East District, Division of Masbate Province, regarding classroom observation. Specifically, it examined teachers' perceptions before, during, and after classroom observation, the challenges they encountered, the coping strategies they employed, and the support mechanisms and institutional practices they perceived as influencing the observation process. Using a qualitative phenomenological research design, the study involved fifteen (15) purposively selected Junior High School and Senior High School teachers from the district's five public secondary schools. Data were collected through in-depth semi-structured interviews and analyzed using Braun and Clarke's (2006) six-phase thematic analysis. The findings revealed that teachers perceived classroom observation as both an evaluative and developmental process. Although participants experienced anxiety, performance pressure, and instructional challenges before and during observation, these emotions gradually shifted toward confidence and reflective practice as they focused on learner engagement and authentic teaching. After the observation, teachers viewed feedback as an opportunity for continuous professional growth and instructional improvement. To manage observation-related stress, participants employed thorough lesson preparation, reflective planning, prayer, positive thinking, consultation with mentors, and learner-centered instructional strategies. They likewise emphasized that constructive feedback, instructional coaching, mentoring, Learning Action Cell (LAC) sessions, professional development activities, and supportive school leadership significantly enhanced the classroom observation process. The study concludes that classroom observation is most meaningful when implemented as a collaborative and developmental practice rather than a compliance-driven evaluation. Strengthening instructional coaching, mentoring, reflective feedback, and professional learning communities can further improve teachers' instructional competence, confidence, and commitment to delivering quality education in support of Sustainable Development Goal 4 (Quality Education).
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