Conformity of Classroom Observation with Teaching Practices

Abstract

The study explored how classroom observations truly reflect what teachers do in their daily teaching. It also examined the challenges teachers face during observation, how they cope with them, and the alignment of observed practices with actual teaching. Using a descriptive-correlational design and qualitative methods, data were gathered from selected elementary school teachers in Puerto Princesa City, District II through a structured survey questionnaire and follow-up interviews. Results showed that most respondents were classroom teachers with less than fifteen years of experience, mainly handling intermediate grades and core subjects like Mathematics, English, and Edukasyon sa Pagpapakatao. Teachers consistently showed effective teaching practices, especially in classroom management, use of instructional materials, and teaching strategies. The qualitative findings revealed that teachers experienced initial nervousness and anxiety during observations but employed coping strategies such as smiling, deep breathing, adjusting their mindset, and focusing on student engagement to regain confidence. Challenges included time pressure, lesson adjustments, and performance anxiety, which were addressed through early preparation, classroom organization, and support from colleagues. The findings revealed no significant relationship between teachers’ practices, challenges, and coping mechanisms, implying that these factors are shaped more by individual disposition and context than by teaching skills alone. The study concludes that classroom observations generally mirror teachers’ real practices, but pressures during observation can still affect performance. It recommends creating a more supportive observation culture—one that values fairness, constructive feedback, and professional growth.