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This phenomenological study examines the experiences of school heads in the Panabo South District during classroom observations, an essential aspect of their instructional leadership. Using frameworks like the Results Performance and Management System and National Competency-Based Teacher Standards, the study explores how these school heads promote quality teaching, supervise learning, and coordinate curriculum implementation. Through Key Informant Interviews and Focus Group Discussions, the study explores how these school heads use classroom observations to improve teaching quality, promote professional development, and ensure effective curriculum implementation. Data were gathered through in-depth major Informant Interviews and Focus Group Discussions, then analyzed thematically to discover and interpret significant themes and patterns in the participants' experiences. The data show that classroom observations have a significant impact on improving teaching practices and student outcomes while also promoting teacher development. Despite problems such as balancing responsibility and supportive leadership, the study emphasizes the importance of observations in aligning teaching methods with curriculum objectives. Practical ideas are made to improve observation techniques and strengthen instructional leadership.
Ramos et al. (Sat,) studied this question.