Two Sides of the Mirror: How Classroom Observations Are Appreciated By Master Teachers and Teachers

The present research analyzed the perception and appreciation of classroom observations by Master Teachers and Teachers at the Department of Senior High School, Division of Abra High School, Abra, Philippines. Based on the Philippine Professional Standards of Teachers framework (PPST), the study was intended to identify whether the process of classroom observation was considered to be developmental and whether or not there exist differences between the experiences of the observers (Master Teachers) and the observe (Teachers). A sequential mixed-methods design was used which is exploratory in nature. Semi-structured interviews conducted in the qualitative phase were analyzed using the thematic analysis that produced two major themes (1) Application and Refinement of Teaching Strategies and (2) Effective Utilization of Feedback for Instructional Improvement. The following themes were used in the construction of a validated survey instrument that was applied in the quantitative phase. The degree of classroom observation experiences and the analysis of differences between groups were assessed with the help of descriptive statistics, weighted mean, and Analysis of Variance (ANOVA).

Classroom Observations, Professional Development, Reflective Practice, Mentorship

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