TESOL Classroom Observations: A Boon or a Bane? An Exploratory Study at a Saudi Arabian University

Abstract

The present study aimed to explore the EFL teachers’ perceptions of classroom observation system implemented in an English Language Institute of a Saudi university. It reviewed literature on the nature of instructional supervision and classroom observation to develop an understanding of different types of classroom observation and various contextual issues related to the practice teacher evaluation through observation. The current research utilised semi-structured interviews to elicit qualitative data from five purposively chosen EFL instructors. The participants shared their lived experiences of the research phenomenon in great detail that resulted in wholesome data on the subject. The findings, presented in six overarching themes, reveal the psychological plight of the teachers as they considered the practice of classroom observation a consistent professional challenge due to several factors, i.e. their lack of autonomy in pre and post-observation conference, observer-observee trust deficit, observers’ subjective approach towards the assessment criteria and classroom teaching, observers’ insufficient training and qualifications, the use of observation as a means to control teachers, and the element of threat and insecurity. Based on the findings, recommendations are set forth to improve the existing observation system for the benefit of the teachers, learners and the institute.