A Phenomenological Analysis of Indonesian Primary School Teachers’ Experiences with Post-Classroom Observation Feedback
Authors
Rawinda, Resiana
Issue Date
2024
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Indonesia
Abstract
Background and purpose: Post-observation feedback situated within classroom observation systems, offers teachers insights into their practice and can be essential for their professional development. The existing literature underscores the multifaceted challenges confronting school principals in executing effective classroom observations. For example, administrative duties often overshadow their capacity to conduct regular observations. In addition, cultural factors associated with the aversion to criticism, tend to dilute the efficacy of feedback, rendering it superficial or incongruent with actual classroom dynamics. Despite the regulatory shift in Indonesia exemplified by Director General of Teachers and Education Personnel Regulation No. 7607 of 2023, which underscored the pivotal role of classroom observation in improving teaching quality and adherence to the new Emancipated Curriculum (Kurikulum Merdeka) there remains a lack of explicit directives governing post-observation feedback protocols.
Aims: This study, which is the first of its kind in Indonesia, was conducted in Kediri Municipality and explored the form and delivery of post-classroom observation feedback given to primary school teachers.
Design or methodology: Employing Interpretative Phenomenological Analysis for its methodological framework, semi-structured interviews were conducted with six teachers who had recently undergone classroom observation.
Findings: The results found evidence of a delicate balance which recognised positive features of the lessons being observed while also identifying areas for development. However, due to the absence of post-observation feedback guidelines, the sessions resulted in a performative form of assessment rather than fostering a reflective dialogue between school principals and teachers, as advocated in the literature.
Conclusions, originality, value and implications: The research concludes by recommending two essential changes to current practice. The development of standard of post-classroom observation feedback guidelines; and targeted training for school principals to equip them with instruction leadership techniques necessary for delivering constructive feedback and promoting a nurturing culture of personal improvement.
Aims: This study, which is the first of its kind in Indonesia, was conducted in Kediri Municipality and explored the form and delivery of post-classroom observation feedback given to primary school teachers.
Design or methodology: Employing Interpretative Phenomenological Analysis for its methodological framework, semi-structured interviews were conducted with six teachers who had recently undergone classroom observation.
Findings: The results found evidence of a delicate balance which recognised positive features of the lessons being observed while also identifying areas for development. However, due to the absence of post-observation feedback guidelines, the sessions resulted in a performative form of assessment rather than fostering a reflective dialogue between school principals and teachers, as advocated in the literature.
Conclusions, originality, value and implications: The research concludes by recommending two essential changes to current practice. The development of standard of post-classroom observation feedback guidelines; and targeted training for school principals to equip them with instruction leadership techniques necessary for delivering constructive feedback and promoting a nurturing culture of personal improvement.
Description
Keywords (free text)
post-classroom education , classroom observation , instructional leadership