Classroom Observation in Private Schools in Guatemala City: an exploratory study of teachers’ perceptions

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.