Teachers are expected to fulfill multiple roles both inside and outside the classroom, not only as educators, but also as caregivers, community leaders, colleagues, and lifelong learners. They are not merely providers of facts; rather, they help students learn how to apply knowledge by developing their skills and abilities to think critically, solve problems, engage in independent learning, and apply discoveries to real-world situations. Teachers strive to ensure that learners understand concepts across all subjects, make learning enjoyable, and create engaging learning environments. They are vital to society because they change lives, inspire dreams, and motivate students to reach their full potential and become productive individuals. While teachers work tirelessly to educate their learners, this noble profession does not come without its challenges. Difficulties arise both within and beyond the classroom. Patience and resilience are often regarded as essential virtues for educators, enabling them to manage the demands of teaching despite the obstacles they encounter. 

Classroom observation is one of the key tools used to evaluate teaching performance. It serves as a method for monitoring the quality of instruction, identifying areas for improvement, and motivating teachers to grow professionally. According to (Gu, 2022; Wajnryb, 2015) classroom observation enhances the quality of teaching and learning, providing valuable insights for both the observed teacher and the observer. It is widely used in pre-service and in-service teacher training, as well as in the ongoing professional development of both new and experienced educators (OLeary, 2020). In essence, it is a process that assesses, measures, and evaluates the effectiveness of classroom instruction.

McDonald, (2016) noted, classroom observation provides one of the most direct sources of data regarding a teachers instructional practices. It may involve a variety of components, including student evaluations, review of teaching materials, administrative reviews, and self-assessment.

The Department of Education (DepEd) Order No. 42, s. 2017 introduced the national adoption of the Philippine Professional Standards for Teachers (PPST). These standards outline the knowledge, values, and skills that teachers must demonstrate in practice. It consists of four career stages; Beginning, Proficient, Highly Proficient, and Distinguished which serve as a framework for teacher development, from pre-service training to in-service support. Grounded in the philosophies of learner-centeredness, lifelong learning, and inclusivity, the Philippine Professional Standards for Teachers (PPST) articulates teacher quality through domains, strands, and indicators that define competent practice and professional growth. To support this framework, Department of Education (DepEd) developed the Classroom Observation Tool (COT), which offers a standardized method for assessing teachers classroom performance.

Classroom observations provide meaningful insight into the teaching and learning process. Trained observers examine various aspects of classroom practice to help teachers enhance their instructional methods. The ultimate goal is to ensure that students have the best possible learning experiences. These observations focus on the teachers ability to create a supportive learning environment and deliver lessons that meet the diverse needs of students. Observations are valuable tools for identifying strengths, areas for growth, and professional development needs, thereby unlocking the full potential of both teachers and students (Tunell, 2024).

The researcher, having served in the Department of Education for six years, is no stranger to classroom observation. She is familiar with the necessary preparations for a successful evaluation and under-stands the realities teachers face during such assessments. While many studies have examined the effectiveness of classroom observation, there is a notable gap in the literature regarding teachers perceptions of its relevance, the challenges they face, and the strategies they use to overcome them. This gap in understanding highlights the need for a deeper exploration of the teacher experience in the observation process. Hence, this study was undertaken.

The main objective of the study was to explore the dynamics of classroom observation in terms of its relevance, and the challenges and coping strategies of public school teachers in the Division of Roxas City.

This study was anchored in the interpretivist paradigm, which views reality as socially constructed and best understood through the subjective experiences of individuals. Within this philosophical framework, the study adopted a phenomenological approach, which was appropriate for exploring the lived experiences of individuals regarding a particular phenomenon, in this case, classroom observation. Phenomenology allowed for an in-depth exploration of how public elementary school teachers in the Division of Roxas City experience, interpret, and respond to classroom observations. The aim was to generate a rich, contextualized understanding of the phenomenon from the participants perspectives.

Data collection was carried out using In-Depth Interview (IDI) and Focus Group Discussion (FGD) to gather detailed and reflective narratives from the teacher participants. These teachers were selected for their ability to elicit personal insights, emotional responses, and context-bound interpretations. This study involved 26 public elementary school teachers in the Division of Roxas City as participants.

The research instrument used for data collection was reviewed by a panel of experts to ensure validity and relevance to the research objectives. To facilitate this exploration, a research instrument in the form of interview / Focus Group Discussion guide was developed, featuring a set of questions and prompts designed to steer the conversation in a focused, adaptable and conversational manner (Merriam & Tisdell, 2016). In this study, a research-designed interview /FGD guide was utilized as the primary tool for collecting qualitative data. The guide was carefully crafted and subsequently submitted to the advisory committee and examining committee for face and content validation. Their comments and suggestions were incorporated into the final guide. 

The researcher also developed an interview and focus group discussion protocol by preparing questions aligned with the research objectives and there were thirty-four questions in all, nine for the relevance, nine for the coping strategies and sixteen for the coping strategies. Care was taken to ensure that questions were clear, concise, and open-ended to encourage detailed responses. Additionally, probing questions were included to facilitate deeper exploration of the participants answers.

To analyze the data, the study employed thematic analysis, a method suitable for identifying, organizing, and interpreting patterns of meaning across qualitative data sets. This analytical process allowed the researcher to derive key themes related to the relevance of classroom observation, the nature of the challenges faced, and the strategies employed by teachers to cope with such challenges.

By adopting a qualitative, phenomenological methodology rooted in interpretivism, this study emphasized the depth of understanding and the contextual richness required to appreciate how classroom observation is experienced by teachers on a practical and emotional level. 

This study employed a qualitative analysis approach utilizing Braun and Clarkes, (2006) five stages of thematic analysis format. All audio recordings from the interviews and focus group discussion were transcribed verbatim, with notes to identify potential themes, codes and ideas. Following transcription, the transcripts were returned to the respective participants for any revisions or additions (Forero et al., 2018). To enhance the analysis, multiple thematic maps were constructed, visually illustrating the patterns among different themes. The data and identified themes were rigorously reviewed to ensure that no relevant information was overlooked, with further refinement of the themes to capture their underlying essence (Braun & Clarke, 2006).

In qualitative research, it is important to recognize the role of the researcher, especially when the researcher has a personal connection to the topic or participants. In this study, the researcher is also a public elementary school teacher in the Division of Roxas City, the same division where the study was conducted and where the participants are currently teaching. This dual role requires the researcher to remain critically self-aware and practice reflexivity to minimize potential bias and maintain objectivity throughout the research process.

Being part of the same professional community helped the researcher better understand the context, challenges, and experiences shared by the participants. This familiarity made it easier to build trust, encourage open communication, and interpret the data with deeper insight. However, being an "insider" also meant that the researcher needed to be careful not to let personal experiences or assumptions influence the way the data was collected or analyzed.

To maintain fairness and objectivity, the researcher used strategies such as writing reflection notes, seeking advice from the research adviser, and allowing participants to review and confirm their interview responses (member checking). During interviews and group discussions, the researcher listened carefully, avoided leading questions, and encouraged participants to speak freely and honestly. Although the researchers background as a teacher may have influenced some aspects of the study, careful steps were taken to ensure that the data was handled ethically and the findings reflected the true voices and experiences of the participants.

Ethical consideration was paramount throughout the research process. Informed consent was obtained from all participants, ensuring they were fully aware of the studys purpose and their rights as participants. Confidentiality was strictly maintained, with measures in place to anonymize data and securely store information. The researcher also engaged in reflexivity, acknowledging her own biases and the potential impact of her perspectives on the research process.

Ultimately, this study aspired to yield valuable insights into the relevance of classroom observation in shaping teaching practices and professional growth. By identifying the specific challenges teachers face during these observations, the research aimed to contribute to a deeper understanding of the complexities of teaching. Furthermore, documenting the coping mechanisms employed by teachers will provide a foundation for developing targeted support and training initiatives, fostering resilience and adaptability in the teaching profession. The study aimed to amplify the voices of teachers, providing a platform for their experiences as the basis for future educational practices and policies.

Through interview and Focus Group Discussion, the researcher was able to obtain information on teachers perspectives on the relevance of classroom observation. Based on the thematic analysis, classroom observations were relevant from the perspectives of the teachers for the following reasons. It is relevant for professional growth and development, for the enhancement of teaching strategies, for its impact on student learning outcomes, for instructional strategies enhancement, for alignment with professional and personal goals, for the effectiveness of feedback in classroom observation and for the application of feedback for career advancement.

Classroom observation was relevant for professional growth and development. Eleven (11) out of 26 participants have emphasized that classroom observation provided them with self-improvement, feedback and coaching, learning development and enhancement. Three sub-themes were subsequently formed from this main theme of professional growth and development. These sub-themes were self-improvement, feedback and coaching, continuous learning and development and skill enhancement and innovation.  

The findings showed that classroom observation was really important in the professional growth of teachers because it helped them improve their teaching abilities, skills and strategies and continue learning throughout their career. Also, the feedback can help them grow personally and professionally.

The findings supported Ridge and Lavigne, (2020) that feedback, when focused on formative development rather than high-stakes evaluation, encouraged deeper reflection among teachers and fostered meaningful changes in instructional practices. It also aligned with the research of Darling-Hammond, (2019) indicating that reflective practice fosters professional growth and increases instructional effectiveness.

Furthermore, it supported Kraft and Gilmour, (2016) idea that the quality of feedback is one of the most significant factors influencing teachers perceptions of classroom observation. Teachers who receive actionable and specific feedback report more positive experiences with the observation process, viewing it as a valuable learning opportunity rather than a judgmental evaluation.

Among the challenges encountered by teachers related to classroom observation were emotional and psycho-logical challenges, the impact of observers presence on teachers and students, logistical and practical challenges, technological and resource limitations, the impact of classroom observations on teaching practices, perceived fairness in classroom observation and, concerns regarding the criteria and standards.

The result showed that classroom observations often evoke strong emotional and psychological responses from teachers, leading to performance anxiety and self-doubt. Many educators reported feeling nervous, overwhelmed, and pressured when being observed. Furthermore, teachers often struggle with feelings of being scrutinized, which contributes to stress. This level of pressure may also impact teachers self-esteem, causing them to second-guess their instructional methods. These findings align with the research of Carless, (2015) which indicates that performance evaluations can create heightened stress and anxiety among teachers.

The findings also supported Brookhart, (2018) statement that the presence of observers in the classroom can either support or hinder a teachers confidence, depending on the nature of the feedback given. Encouraging constructive criticism rather than punitive assessments helps teachers view observations as a tool for growth rather than an obstacle.

The results reveal that teachers struggle to align their schedules with that of their administrators or master teachers as well as the time of preparation for observation. This aligned with the research of Reazo, (2023) which identified one significant challenge on the difficulty in scheduling these sessions due to numerous school activities, leading to conflicts and limited preparation time for observations. This also supported the study of Villamor, (2021) which highlighted the need for better scheduling and resource allocation to enhance the effectiveness of classroom evaluations. 

Moreover, last-minute changes in schedules further exacerbate logistical difficulties. Establishing a well-planned and transparent observation schedule can help alleviate some of these challenges and provide teachers with ample preparation time.

According to analysis, weak internet connection and the absence of technology affected teachers performance in classroom observation. The result aligned with the study of Knight, (2018) that access to advanced educational technology improves instructional quality and student engagement. Limited access to these tools places additional strain on teachers, requiring them to find alternative ways to deliver engaging lessons. Considering these limitations, Derder et al. (2023) emphasized the necessity for schools to invest in digital infrastructure and provide comprehensive training programs. Ensuring that all teachers have access to essential teaching tools can significantly enhance their ability to conduct effective lessons during observations.

The result supported Kane and Staiger, (2015) bias can lead to inaccurate assessments and undermine the effectiveness of observations as a tool for improvement. To mitigate this, Center for American Progress, (2015) emphasized the importance of standardizing observation procedures, including training protocols, observation parameters, and scoring directions, to ensure reliable and valid teacher evaluations. 

Furthermore, fairness was closely tied to the quality of feedback provided. Teachers appreciated constructive criticism that highlights both strengths and areas for improvement. This result supported Guskey, (2020) who said that if feedback is solely focused on weaknesses without acknowledging progress, it can be demoralizing. Schools must ensure that observations are conducted in a way that fosters professional growth rather than instilling fear or discouragement.

To improve the observation process, schools may regularly review and refine evaluation criteria to ensure that they are relevant and applicable. Consistency and transparency in assessment tools would help reduce uncertainty and improve teacher satisfaction with the evaluation process. There was a frequent mention of the challenges experienced, heightened anxiety, pressure, and stress due to the nature of evaluations conducted by peers, school heads, and supervisors. These emotions may stem from a desire to meet high expectations, maintain an ideal classroom environment, and demonstrate competence in front of evaluators. 

The presence of observers in the classroom can either support or hinder a teachers ability to teach effectively. When feedback is constructive and supportive, it can foster improvement and boost confidence. 

This aligned with the research of Carless, (2015) indicating that performance evaluation can create heightened stress and anxiety among teachers. Smith et al. (2020) found that the nature of feedback received during evaluations significantly influenced teachers self-efficacy beliefs, which are closely linked to motivation and performance.

Public school teachers employed preparation strategies for classroom observation, stress management techniques, resource utilization and support networks, enhancing teaching skills through continuous learning, collaborative practices for professional growth and continuous learning for self-improvement as coping strategies to navigate the challenges associated with classroom observations.

Furthermore, adjusting teaching strategies to align with observation standards ensured that educators meet evaluation criteria effectively. The strategic alignment of lesson objectives with observation rubrics is an essential step toward improving teaching quality. This result was in line with the statement of Guskey, (2020) that teachers who align their lesson plans with classroom observation tools can better meet assessment expectations, leading to higher ratings and more constructive feedback.

Further analysis showed that teachers really utilized resources and support network to enhance teaching effectiveness, professional development and student outcome. This supported the statement of Stronge, (2018) that access to well-structured resources, such as lesson plans and instructional materials, enhances classroom engagement and lesson delivery.

This result also supported Marzano et al. (2020) whose research suggested that ongoing professional development improves not only teacher effectiveness but also student learning outcomes. In addition, teachers who actively seek out learning opportunities through professional networks and self-directed research demonstrate higher adaptability and instructional competence. Encouraging a culture of continuous learning among educators, fosters resilience and innovation in teaching (Brookhart, 2017). This was also supported by the findings of this research.

Further analysis revealed that collaboration among teachers and participation in professional learning communities can help in professional growth, allowing educators to share experiences and support one another. This supported the statement of Ronfeldt, (2015) that schools with strong collaborative cultures report higher teacher retention and job satisfaction rates.

In addition, classroom observations may be viewed as opportunities for growth rather than mere assessments. By promoting continuous learning, fostering collaboration, and supporting self-improvement, schools can create an environment where teachers feel empowered to develop their skills and enhance student learning outcomes. Schools may implement structured professional development programs and encourage a culture of reflective teaching to optimize the impact of classroom observations on teacher growth. Schools may implement structured professional development programs and encourage a culture of reflective teaching to optimize the impact of classroom observations on teacher growth.

Classroom observations are not just tools for assessment but are also significant opportunities for professional development. When conducted in a supportive and constructive manner, they help teachers become more confident in their teaching abilities and encourage continuous learning. The study underscores the importance of fair and consistent observation practices that focus on growth rather than mere evaluation. By fostering an environment where teachers feel supported rather than judged, schools can maximize the benefits of classroom observations and improve overall instructional quality. Classroom observations are essential for teacher assessment and professional development, but they also present significant challenges that can impact teachers confidence and effectiveness. The study highlights that structured feedback, fair evaluation criteria, and a supportive observation environment contribute to positive teacher experiences. However, when observations are conducted without proper preparation, transparency, and consideration for teachers well-being, they can lead to heightened stress and reduced motivation. Ensuring that observations focus on professional growth rather than judgment can help teachers perceive them as valuable tools for improvement rather than sources of anxiety. Classroom observations are a significant aspect of teacher evaluation and development, shaping their instructional effectiveness and professional confidence. While these evaluations can induce stress, the ability to prepare effectively and seek support contributes to a more positive experience. Teachers who adopt proactive coping mechanisms, such as structured lesson planning and collaboration with colleagues, demonstrate resilience and adaptability. Furthermore, the role of constructive feedback in shaping teachers pedagogical approaches highlights the importance of a supportive and growth-oriented observation framework. When implemented with fairness and transparency, classroom observations foster continuous learning and instructional enhancement.

The researcher is indebted to those who helped with this endeavor, specially the participants and the Main Campus of Capiz State University.

The author declares no conflict of interest.