Between Critique and Growth: Teachers’ Meaning-Making of School Administrators’ Observation Feedback
Donabel Marzado
Received: 23 August 2025; Revised: 20 October 2025; Accepted: 14 November 2025; Published: 01 December 2025
DOI: https://doi.org/10.65931/c6h2t8q1
Abstract
This study explores how teachers experience and interpret classroom observation feedback from school administrators, reframing it from mere evaluation to a process of reflective growth, professional learning, and instructional renewal. Using Colaizzi’s descriptive phenomenological method, in-depth interviews were conducted with public secondary school teachers in Davao City between June and November 2024, supported by reflective notes and participant validation. Findings revealed that teachers initially felt tension and vulnerability but gradually developed openness and acceptance toward feedback. Through reflection, they recognized their instructional strengths and areas for improvement, leading to growth-oriented changes in teaching practices. The process also nurtured trust, empathy, and stronger teacher–administrator relationships, while fostering motivation, accountability, and a renewed sense of purpose. Ultimately, feedback became a transformative space for continuous learning rather than judgment.
Keywords: classroom observation, feedback, instructional improvement, phenomenology, professional growth, reflective practice
Author Information: Department of Education-Davao City Division, Davao, Philippines; [email protected]
Volume 1, Issue 1, December 2025