Classroom Observation in a Time of Reform: A Phenomenological Study of Public Elementary School Teachers’ Experiences in the Schools Division of Pampanga, Philippines

Abstract

Classroom observation has always been one of the key elements in teacher evaluation; however, the experiences of teachers while undertaking it remain unexplored. This qualitative phenomenological study explored the lived experiences of public elementary teachers in the Schools Division of Pampanga on classroom observation practices conducted during ongoing curriculum reform from 2022 to 2026. Based on Vygotsky’s social constructivism theory (1978), the study involved twenty-four selected teachers who were recruited using purposive sampling, took part in semi-structured interviews. In addition, analysis was undertaken of national and division-level DepEd documents relevant to classroom observation and curriculum reform, such as the RPMS-PPST guidelines, the MATATAG Curriculum implementation policy, and other memoranda. Interview data were analyzed using Colaizzi’s seven-step method, combining both inductive and deductive reasoning. The analysis was identified through participants’ statements, focusing on four main areas with themes within each area. Moreover, interview findings were validated to provide additional documentary data on teachers’ perspectives. Four main themes, each with sub-themes, emerged: teachers’ perceptions of classroom observation; its implementation in schools; how it aligns with curriculum reform goals; and its impact on teachers’ professional and personal well-being. Generally, teachers viewed observation as both evaluative and developmental, conducted through the RPMS-PPST framework and using the classroom observation tool (COT). Although the criteria aligned with reform objectives such as 21st-century skills and learner-centered instruction, educators reported that feedback was supportive, yet induced stress and anxiety when perceived as judgmental. Poststudy emphasizes the need for ongoing observer training, valuable pre- and post- observation conversations, emotional support guidelines, and a cultural change that views classroom observation as an opportunity for professional development, not just for compliance.