Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 1 no. 1 (2025)

Between Critique and Growth: Teachers’ Meaning-Making of School Administrators’ Observation Feedback

Donabel Marzado

Discipline: Education

 

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.



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