Educators' opinions on classroom observation as a practice of staff development and appraisal

This study examines educators' perceptions of classroom observation as a practice of staff development and appraisal. A questionnaire survey was conducted on 2400 educators in Hone Kong. The reported frequency and patterns of classroom observation suggested that the current practice was primarily for the purpose of appraisal. Compared to secondary and special school educators, primary school educators were less likely to welcome observers. Teachers were more likely than principals to perceive that classroom observation was more for appraisal than for staff development. All respondents indicated that they wished for a model of peer observation and coaching. The results are discussed with reference to the need to develop a model of observation that is solely for staff development. (C) 2001 Elsevier Science Ltd. All rights reserved.