Significant effects of classroom observation on teacher development: contribution to educational management in public elementary schools

Abstract

The effect of class observations on the personal, professional, and pedagogical development of teachers is a descriptive-qualitative study targeting 24 participants drawn from master teachers and teachers I-III in 12 public elementary schools. Both lowland and upland institutions were considered to include participants, and purposive sampling was applied. Data analysis was conducted using thematic analysis while utilizing an interview guide. It obtained the required permissions from the Department of Education (DepEd), where necessary approvals were obtained from key officials, and data gathering using FGDs captured in-depth insights. These findings include teachers' personal development: evolution of beliefs, ability to embrace different viewpoints, opportunity to shed unproductive habits, cultivation of productive habits, and development of resilience. Teachers' professional development: enabling teachers to develop research-based content, preparing teachers to create supportive learning environments, using diverse data to determine developmental priorities, application of multiple evaluation approaches to inform improvement impact, and enhancement of teachers' practice by learning from research and practices. Teachers' pedagogical development: ensuring students grasp whole-picture understanding, high standards in advanced complex student understanding, and clear feedback on student performance standards. It concludes class observations play an essential part in teacher development and recommends using structured frameworks in observations, collaborative feedback, and ongoing professional development to improve reflective practices and high teaching standards and that long-term and context-specific impacts of observations on teacher and student outcomes are also a suggested area of study.The study aimed to explore the observable significant change effects of class Observation. Specifically, it aimed to explore the class observation impacts on the growth of teachers in terms of personal, professional, and pedagogical development. It employed descriptive-qualitative method targeting 24 participants were selected via non-probability using purposive sampling technique from master teachers and teachers I-III in 12 public elementary schools. Both lowland and upland elementary schools were considered to include participants. Data analysis was conducted using thematic analysis while utilizing interview guide questions. Most Significant Change (MSC) method was employed to track program effects by allowing participants to lead evaluations which exposed new insights while strengthening involvement and clarifying themes together with verifying data to guide educational policy choices. Researchers obtained permissions from the Department of Education (DepEd), where necessary approvals were required from key officials, and data gathering using FGDs captured in-depth insights. Findings include teachers' personal, professional, and pedagogical development. Research data indicates that mentorship programs increased teacher confidence to 85% while 78% of participants enhanced their understanding of different perspectives and 72% improved through self-analysis. Additionally, 80% created classrooms where students respected each other and 88% improved learning environments and 83% used HOTS methods. Hence, it concluded that class observations play an essential part in teacher development and recommends using structured frameworks in observations, collaborative feedback, and ongoing professional development to improve reflective practices and high teaching standards. Recommendations include that educational management and policy should raise teaching standards by using professional learning communities along with reflective learning experiences and research-based training methods. Educational instruction becomes effective through the combined use of data-based decision making and multiple assessment strategies along with research in education. Educational policies should back the development of high standards of student learning through feedback systems and promote both continuous professional development and collaborative educational methods.