Impact Study of Walk-in Classroom Observations in Schools under Trashi Yangtse District

Abstract

This study investigated the impact of walk-in classroom observations on teaching and learning processes, encompassing its five key dimensions: planning and preparation, learning experiences, assessment, classroom management, and motivation and capacity beliefs. The study adopted the mixed-methods approach, with quantitative data gathered from 150 teachers across 15 schools, and qualitative data collected through interviews, classroom observations, and document analysis involving 15 teachers and 15 students. The newly developed survey instrument, the Impact of Classroom Observation Survey Questionnaire (ICOSQ) measured five key dimensions. Findings revealed that walk-in observations significantly improved learning experiences and classroom management. Teachers became more reflective, diversified instructional approaches, and promoted student-centered learning. Findings also indicated increased student engagement, structured learning, and improved classroom discipline, though some aspects of spontaneity were reduced. Additionally, constructive feedback also enhanced teachers' confidence and promoted professional growth. However, it was also found that observation processes triggered anxiety in teachers and students.