This qualitative phenomenological study explored the lived experiences, challenges, coping mechanisms, and insights of six public elementary school teachers in New Bataan District, Davao de Oro, during the conduct of classroom observations for the school year 2024–2025. Through in-depth interviews, the study uncovered how teachers perceive and navigate the observation process, highlighting both its developmental potential and the stress it induces. Findings revealed that teachers experience a range of emotions—nervousness, excitement, and satisfaction—before, during, and after observations. Key challenges included time constraints, pressure to meet performance indicators, lack of support, observer subjectivity, and unexpected classroom disruptions. To cope, teachers employed strategies such as thorough preparation, peer collaboration, mindfulness techniques, and professional development. They adjusted their teaching styles by incorporating differentiated and interactive activities, while also relying on peer feedback and digital resources. Insights emphasized the importance of fostering a supportive, non-judgmental observation culture, viewing feedback as a tool for growth, and addressing misconceptions about the observation process. The study recommends that school leaders and DepEd officials enhance observer training, promote reflective practices, and provide continuous support to ensure classroom observations serve as meaningful tools for teacher development and improved student learning outcomes.
Pantoja et al. (Thu,) studied this question.