Abstract
Classroom observation is a central component of instructional supervision and professional growth. In the Philippines, it is implemented through the Department of Education’s Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST), aimed at improving teaching quality and fostering reflective practice. This study investigated the effectiveness of classroom observation and the challenges faced by public elementary school teachers in Dumanjug District II during the 2024–2025 school year. A total of 36 teachers participated in the study, selected through purposive sampling. Data were collected using a structured Likert-scale questionnaire and analyzed through Pearson correlation and Analysis of Variance (ANOVA). Results showed strong agreement among teachers on the importance of post-observation feedback, particularly when delivered through reflective discussions. This feedback was regarded as crucial for improving instructional practices. Teachers also reported that the use of Information and Communication Technology (ICT) during classroom observations contributed to creating more engaging and student-centered learning environments. Despite these benefits, the study revealed several key challenges. These included the need for continuous professional development, the delivery of constructive feedback, and the difficulty in selecting appropriate teaching strategies. All were consistently identified as significant by the respondents. Statistical analysis revealed a moderate positive and statistically significant correlation between the perceived effectiveness of classroom observation and the challenges encountered (r = 0.402, p = 0.015), suggesting that greater challenges may drive more meaningful professional learning. The ANOVA results (F = 2.829, p = 0.073) showed no statistically significant differences in perceived effectiveness among the three schools, though slight variations were noted. The study concludes that while classroom observation presents challenges, these can be harnessed to support teacher development. School leaders are encouraged to strengthen feedback mechanisms and provide targeted support to enhance both teaching quality and student outcomes.
