Teachers’ Perceptions of the Influence of Classroom Observation and Feedback on Teacher Improvement at Loselling Middle Secondary School

Abstract

This study examined the perceived influence of classroom observation and feedback on teacher improvement at Loselling Middle Secondary School (LoMSS), Bhutan. Guided by the pragmatist paradigm, the study adopted a convergent mixed-methods case study design. The study involved 40 participants comprising teachers and school leaders with experience in classroom observation. Quantitative data were collected through a 31-item five-point likert-scale questionnaire, while qualitative data were obtained through a focus group interview with selected teachers and review of relevant school documents, including lesson observation forms, observation reports, feedback summaries, and professional development recommendations. The likert-type questionnaire showed high internal consistency (Cronbach’s α = .949). Quantitative data were analysed using frequencies, percentages, means, and standard deviations, while interview data were analysed thematically following Braun and Clarke’s (2006) six-phase approach. Document analysis used predetermined categories, and findings were integrated through triangulation. The findings indicated generally high to very high teacher perceptions of classroom observation and feedback (COF). Teachers reported improvements in instructional practices, professional confidence, classroom management, lesson planning, and student engagement. Interview and document findings generally supported the questionnaire results, demonstrating convergence and complementarity. However, divergent findings highlighted concerns about trust, stress and anxiety, observation frequency, workload, and preferences for written or verbal feedback. The study concludes that COF were associated with positive teacher improvement when implemented regularly, constructively, collaboratively, and with systematic follow-up. The study recommends strengthening trust, providing specific feedback, ensuring follow-up, and aligning observation findings with professional development.