Teachers’ attitudes towards classroom observations

Lemut Bajec, Melita (author)

Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers’ attitudes towards peer and supervisory observations, we focused on teachers’ experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers’ attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, we gained valuable insights into teachers’ interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers’ attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues.

• Language: English
• Keywords: attitudes, criteria, feedback, implementations, peer and supervisory observation
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 253-274
• Numbering: Vol. 16, no. 1
• PID: 20.500.12556/RUL-181460
• UDC: 37
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1752
• COBISS.SI-ID: 200620035
• Publication date in RUL: 08.04.2026

Record is a part of a journal

• Title: CEPS Journal: Center for Educational Policy Studies Journal = revija Centra za študij edukacijskih strategij
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Stališča učiteljev do hospitacij

Abstract

Hospitacije omogočajo učiteljevo profesionalno rast in zagotavljajo akademsko odličnost šole, zato morajo predstavljati eno izmed njenih prednostnih področij. V raziskavi, katere glavni cilj je bil preučiti stališča učiteljev do kolegialnih in ravnateljevih hospitacij, smo se osredinili na doživljanja, izkušnje in na pričakovanja učiteljev, ki jih gojijo v povezavi s hospitacijami, merila, ki se jim zdijo pomembna za učinkovito izvedbo hospitacije, konkretne spremembe, ki so jih vnesli v svoj pouk na podlagi prejetih povratnih informacij po hospitaciji, ter na razvoj stališč do hospitacij skozi leta učiteljeve profesionalne kariere. V raziskavi je sodelovalo 73 učiteljev iz treh osnovnih in ene srednje šole. Za zbiranje podatkov smo uporabili vprašalnik. Kvalitativni podatki, ki so bili analizirani z uporabo kodiranja, so nam omogočili razumevanje stališč učiteljev do hospitacij, s kvantitativnimi podatki pa smo ugotovitve dodatno podprli. Študija je pokazala, da učitelji na splošno gojijo pozitivna stališča do hospitacij. Njihova pričakovanja se večinoma osredinjajo na povratne informacije, za katere želijo, da so konstruktivne, jih opolnomočijo z idejami za nadaljnje delo in so v pomoč pri samorefleksiji. Večina sprememb, uvedenih v pedagoško prakso na podlagi povratnih informacij, se nanaša na vodenje razreda in spremembo učnih metod. Učitelji hospitacije povezujejo tudi z nadzorom, birokracijo, s pritiskom in stresom. Z leti poučevanja se posameznikov odnos do hospitacij navadno izboljšuje. Kolegialne in ravnateljeve hospitacije so učiteljem v izziv, kljub temu pa so kolegialne hospitacije med učitelji zaznane kot uporabnejše, čeprav je izražen dvom o učiteljevi pristranskosti, ko hospitira kolegu.

• Keywords: kolegialne in ravnateljeve hospitacije, merila, povratna informacija, spremembe, stališča, hospitacije