Classroom Observation Experiences of Neophyte Elementary Teachers: A Phenomenological Study

This study looked into the classroom observation experiences of neophyte elementary teachers, exposing their experiences, coping mechanisms, and as well as their insights. The study utilized phenomenological approach under qualitative method of research design. The results revealed that neophyte elementary teachers experienced employing diverse teaching strategies, difficulty in managing students' behavior, challenges in limited learning capabilities, receiving professional mentorship from the observer, and dealing with emotional strains. Participants overcome the challenges they faced in classroom observation experiences through utilizing innovative classroom management strategies, embracing feedback for professional growth, seeking peer support for professional growth, and being optimistic. The study revealed, also that neophyte elementary teachers should put essence to classroom observation in the pursuit of continuous professional development, turn the classroom observation as a tool for continuous improvement, promoting knowledge sharing and collaboration, advocating for effective classroom observation practices, employing student-centered teaching approach, and maximizing readiness for optimal classroom observation is a must. It can be concluded that neophyte elementary teachers place significant importance on classroom observations, viewing them as essential for professional growth and skill enhancement. Thus, regular session and adherence to classroom observation process is a must to ensure that neophyte elementary teachers will get adequate guidance to become effective teachers to their learners.