Struggle of Long-Serving Teachers in Classroom Observation

Abstract

This study explored the struggles experienced by long-serving teachers in classroom observations. Classroom observation is widely recognized as an important process for assessing teacher performance, improving instructional practices, and providing constructive feedback to teachers. However, for teachers who have spent many years in the profession, classroom observation may also bring feelings of pressure, discomfort, and self-consciousness, especially when new standards, administrative expectations, and observation rubrics are involved. Using a qualitative research design, the study sought to identify the common challenges long-serving teachers encounter before, during, and after classroom observations. The participants were long-serving teachers who had undergone multiple classroom observations in their teaching careers. Data were gathered through interviews or focus group discussions and were analyzed thematically. The findings revealed that the teachers experienced anxiety, fear of judgment, difficulty adjusting to updated observation criteria, pressure to perform, and emotional stress during the observation process. Despite these challenges, the study also found that classroom observations could become meaningful when accompanied by supportive feedback, respectful communication, and professional development opportunities. The study concludes that classroom observation should be strengthened as a developmental tool rather than a purely evaluative requirement.