Abstract
Classroom observations are part of any classroom environment. Observations are part of a teacher's entire career, regardless of whether they are part of routine supervision or monitoring by school leaders. Providing a positive critical framework for evaluating one's practice, improving skills and developing strengths can be considered advantages of conducting classroom observation. At worst, they can create stress and test the confidence of the person being observed. Teacher observation is one step in the process of identifying changes that teachers may want to make. Measuring Teacher Professional Growth Observation requires specific tools that align with the professional growth and effectiveness framework. These tools facilitate the observations of the Head of the school, and bring the documentation protocol to collect the data during the observations. The analysis of teaching observation relies on structured national and international instruments. The aim of the study is to analyze teachers' perception of standardized classroom observation tools. Methodology used: the main instrument of data collection is the questionnaire, focusing on the collection of quantitative and qualitative data. The survey questionnaire for the interviewed teacher consisted of six questions to know their perception of the observation tools and process in class, choosing the answer in the desired column based on the Likert scale (strongly agree, agree, disagree, strongly disagree). Statistical analysis used Microsoft Excel in tabulating and analyzing the data collected. The study concluded that a standardized classroom observation tool serves as a guide for teachers to evaluate their performance and plan for their improvement, thereby increasing teacher preparation and competence. Results and relevant recommendations for professional development accompany the paper.
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