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Two Sides of the Mirror: How Classroom Observations Are Appreciated By Master Teachers and Teachers

Author

Listed:
  • Melody M. Pariñas

    (Department of Education – Cal-lao Elementary School)

  • Junford B. Collado

    (Department of Education - Sapdaan Elementary School)

  • Frency B. Bernados

    (Department of Education - Cabcaburao Elementary School)

  • Junmel B. Barreras

    (Department of Education – Abra High School)

  • Sozei Pearl T. Balagso

    (Department of Education - Cabaruyan Elementary School)

  • Maria Rebecca B. Talledo

    (College of Teacher education – Abra State Institute of Science and Technology)

Abstract

The present research analyzed the perception and appreciation of classroom observations by Master Teachers and Teachers at the Department of Senior High School, Division of Abra High School, Abra, Philippines. Based on the Philippine Professional Standards of Teachers framework (PPST), the study was intended to identify whether the process of classroom observation was considered to be developmental and whether or not there exist differences between the experiences of the observers (Master Teachers) and the observe (Teachers). A sequential mixed-methods design was used which is exploratory in nature. Semi-structured interviews conducted in the qualitative phase were analyzed using the thematic analysis that produced two major themes (1) Application and Refinement of Teaching Strategies and (2) Effective Utilization of Feedback for Instructional Improvement. The following themes were used in the construction of a validated survey instrument that was applied in the quantitative phase. The degree of classroom observation experiences and the analysis of differences between groups were assessed with the help of descriptive statistics, weighted mean, and Analysis of Variance (ANOVA).

Suggested Citation

  • Melody M. Pariñas & Junford B. Collado & Frency B. Bernados & Junmel B. Barreras & Sozei Pearl T. Balagso & Maria Rebecca B. Talledo, 2026. "Two Sides of the Mirror: How Classroom Observations Are Appreciated By Master Teachers and Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(2), pages 5772-5786, February.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:2:p:5772-5786
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    References listed on IDEAS

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    1. Caterina Fiorilli & Ilaria Buonomo & Luciano Romano & Ylenia Passiatore & Domenica Fioredistella Iezzi & Paolo Emilio Santoro & Paula Benevene & Alessandro Pepe, 2020. "Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout," Sustainability, MDPI, vol. 12(16), pages 1-13, August.
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