Teachers’ Perceptions on Walk-in Classroom Observation and Its Influence on Instructional Practices and Pedagogical Approaches

Abstract

This study explored how teachers perceive walk-in classroom observations and their influence on instructional practices and pedagogical approaches in schools under Thimphu Thromde. The study employed a mixed-methods approach incorporating surveys and interviews. The sample size comprised of 80 teacher respondents for quantitative data and 10 teachers for interview from the selected schools.  The quantitative findings, measured on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), showed that teachers generally had a positive view (M=3.52, SD=1.26) of the fairness and supportiveness of walk-in observations. However, many teachers expressed discomfort with unannounced visits (M=3.23, SD=1.67) and reported higher stress levels (M=3.72, SD=0.91). Qualitative data corroborated quantitative findings, with the majority of respondents acknowledging the benefits of immediate feedback and reflective practice, while some reported increased anxiety and disruption. Although the study offers valuable insights, it is limited by its small sample size and the absence of longitudinal data. Recommendations include creating a structured observation framework, improving observer training, and enhancing feedback mechanisms to encourage ongoing instructional improvement.