Abstract:
The implementation of an effective classroom observation system is needed to enhance
the quality of education in underdeveloped countries like Guatemala. However, classroom
observation is not a common practice at public and low socioeconomic status schools in
Guatemala, and where implemented, teachers’ perception and experience of classroom observation
is not always positive. Consequently, they do not always perceive the potential benefits of related
feedback for improving their practice. This qualitative study explored the perception of 15
Guatemalan teachers of their current observation systems in three private schools of Guatemala
City. The purpose of this study is to understand the aspects teachers like and dislike about
classroom observation as well as their suggestions to improve this process. Administrators may
benefit from the findings, implications, and recommendations of this study for potentially
improving their current systems. Findings show that aspects that teachers like and dislike about
classroom observation are related to whether observations are announced or unannounced, the
content of observation formats, the formative or summative purpose of observations, the quality
of feedback they receive, the observers’ behavior, the timing of observations, and the feelings that
as teachers experience before and during the observation process. Teachers are aware of the
importance of classroom observation as a tool to improve their practice. Therefore, the
implications for improving and reinforcing the current classroom observation systems are
discussed.
