Abstract
This study investigated teachers’ perceptions of classroom observation in selected public schools within one divisional cluster in Central Visayas during School Year 2024–2025. A descriptive research design was employed, involving 58 teacher-respondents. Data were collected using a 32-item validated questionnaire and supplemented by classroom observations to determine the relationships between self-reported practices and actual instructional delivery. Results showed that teachers generally held positive perceptions of effective classroom practices; however, inconsistencies were observed in the application of instructional strategies, classroom management techniques, and assessment methods. Teachers demonstrated a high level of awareness in theory, yet classroom observations indicated a need to enhance learner engagement and participation through more interactive, learner-centered approaches. Findings further revealed that while perceptions remained positive across the cluster, specific gaps persisted in instructional delivery and evaluation consistency. Based on the findings, a localized enhancement plan focusing on professional development and continuous monitoring was developed to improve teaching effectiveness and learner outcomes.
Keywords: Classroom observation, teachers’ perceptions, instructional strategies, enhancement plan, descriptive research, learner engagement, professional development, Central Visayas.