Classroom Observation Styles of School Administrators and Their Impact on Teachers’ Instructional Performance

Abstract

Background: Classroom observation is an important component of instructional supervision through which school administrators assess teaching practices, provide feedback, and support teachers’ professional development. Aims: This study aimed to determine the classroom observation styles of school administrators and their impact on the instructional performance of teachers in the Luna 2 District, Division of La Union, Philippines. Study Design: This study employed a descriptive-correlational research design. Place and Duration of Study: The study was conducted across 13 public elementary schools in the Luna 2 District, Division of La Union, Philippines, during the 2025–2026 school year. Methodology: A total of 120 teachers participated in the study and were selected through stratified random sampling from 13 public elementary schools. The sample size was determined using G*Power analysis. Data were collected using two adapted and validated instruments: the Classroom Observation Styles Questionnaire (COSQ), which measured administrators' observation approaches across collaborative, developmental, and directive styles, and the Instructional Performance Evaluation Tool (IPET), aligned with the Philippine Professional Standards for Teachers (PPST). Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson product-moment correlation) at α = 0.05. Results: School administrators demonstrated a predominant preference for the Collaborative Observation Style (Overall M = 3.85, SD = 0.49), followed by the Developmental Style (M = 3.52, SD = 0.57) and the Directive Style (M = 3.14, SD = 0.71). Teachers' overall instructional performance was rated as Highly Proficient (Overall M = 3.80, SD = 0.43), with the highest competence in Learning Environment (M = 3.96, SD = 0.46) and the lowest in Assessment and Reporting (M = 3.59, SD = 0.57). Pearson correlation analysis revealed a strong, positive, and highly significant relationship between administrators' collaborative observation style and teachers' instructional performance (r = 0.718, p < .001). Conversely, the directive style showed a negligible negative correlation (r = -0.138, p = .068), which was not statistically significant. Conclusion: The prevailing collaborative observation style of school administrators was positively associated with teachers' instructional performance, whereas directive approaches were not significantly associated with instructional performance. The study recommends continued strengthening of administrators' instructional leadership and coaching capacities, institutionalization of collaborative pre- and post-observation conferences, and further research on other mediating factors affecting teacher performance.