Experiences of Non- education Graduate Teachers in the Conduct of Classroom Observation

Abstract

This qualitative study aims to explore the experiences of non-education graduate teachers in the conduct of classroom observation. A transcendental phenomenological approach was utilized among eight non-education graduate teachers in Baybay City Senior High School who were purposively selected based on the set criteria. Transcripts of the interview were analyzed using the seven-stage Colaizzi’s method of processing qualitative data. The results of the study revealed four emergent themes. First, Adaptive Pedagogical Excellence, which has three sub-themes: Exemplary Professional Dedication, Dancing through Flexibility, Reflective Harmony, and Cultivating a Positive Observation Mindset. The second theme is Exemplifying Effective and Compassionate Teaching Strategies, which has three sub-themes, namely: Cultivating a Supportive Classroom Environment, Prioritizing Students’ Needs and Engagement, and Embracing Innovative and Creative Teaching Strategies. The third theme is Collaborative Professional Enhancement, which has three sub-themes: Promoting Peer Collaboration, Optimizing Observer Interaction, and Resourceful Teaching Practices. The fourth theme is Navigating Challenges in Classroom Observation, which has four sub-themes, these are Performance Stress and Burnout, Knowledge and Resource Gaps, Tackling Logistical Hurdles, and Uncharted Feedback. Based on the gathered result, it is recommended to utilize the proposed intervention to capacitate non-education graduate teachers in the conduct of classroom observation that enhances their knowledge and skills in teaching pedagogies, lesson planning, and classroom management.