Abstract
Classroom observation remains a critical mechanism for evaluating instructional quality and supporting teacher development. Accordingly, this study investigated the challenges public school teachers faced in a district in the Central Philippines during the 2025–2026 school year, focusing on key areas of teaching and observation. Using a descriptive-comparative design, data were collected from 83 teachers using a validated researcher-developed questionnaire. Statistical tools employed included frequency counts, percentages, means, and the Mann–Whitney U test. Findings revealed that most respondents were older teachers, held bachelor’s degrees, had longer years of service, and belonged to higher-income families. Across all areas, teachers experienced moderate challenges, with preparing materials in advance and managing nervousness during observations identified as the most difficult tasks. Comparative analysis showed significant differences in perceptions of resource availability by age and length of service, and in learner characteristics by age. These results indicate that demographic factors subtly shape teachers’ experiences of classroom observation, particularly in resource access and classroom management. The study concluded that while teachers generally manage observation requirements effectively, persistent challenges in material preparation, resource limitations, and performance anxiety highlight the need for structured support. To address these, the study recommends peer observation sessions, collaborative resource sharing, centralized lesson repositories, differentiated demo practices, and digital portfolio systems. Parents and community partners are also encouraged to support resource-building initiatives. Finally, the proposed Project BOOST (Building Opportunities for Observation Support and Training) offers a framework for future research and intervention, aiming to reduce teacher stress, enhance instructional delivery, and strengthen professional satisfaction.
Keywords: Classroom observation, instructional supervision, teacher challenges