An Action Research Study on Teachers’ Perceptions of Classroom Observation and its Role in Enhancing Teaching Practices
DOI:
https://doi.org/10.68050/JAMS.2026.538Keywords:
classroom observation; teacher professional development; instructional improvement; feedback; mentoring; instructional leadership; teacher perceptions; professional growth; Bhutan.Abstract
Classroom observation is an important mechanism for strengthening instructional quality and teacher professional learning when it is implemented as a developmental rather than merely evaluative process. This school-based action research examined teachers’ and school leaders’ perceptions and experiences of classroom observation, with particular attention to its contribution to instructional improvement, professional growth, and the leadership practices that shape its effectiveness. A convergent mixed-methods design was employed. Quantitative data were obtained through five-point Likert-scale surveys administered to 16 teachers from Chapcha Middle Secondary School and 16 principals/school administrators from Chukha Dzongkhag. Qualitative evidence was generated through semi-structured interviews with 12 principals and 6 teachers, together with classroom observation evidence. Quantitative data were analyzed descriptively using means and standard deviations, while qualitative data were coded thematically and integrated with the survey findings through triangulation. Teachers reported a high overall perception of classroom observation (M = 3.93, SD = 1.10), particularly valuing constructive and actionable feedback (M = 4.31, SD = 1.01). Principals likewise reported a high level of effectiveness in conducting observations (M = 4.04, SD = 0.89), with the strongest emphasis on using observations to promote professional growth (M = 4.38, SD = 0.96). Across data sources, observation was associated with improved lesson preparation, reflective practice, use of teaching-learning materials, ICT integration, and professional dialogue. However, concerns relating to workload, limited time, observer preparation, fairness, teacher anxiety, and artificial lesson enactment were also evident. The study concludes that classroom observation has its greatest developmental value when clear criteria, professional trust, mentoring, reflective dialogue, and timely feedback are embedded within the process. It recommends structured observation protocols, leadership training, protected time for observation and feedback, and stronger safeguards for fairness and transparency.
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