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

This study examines educators' perceptions of classroom observation as a pr actice of staff development and appraisal. A questionnaire survey was condu cted on 2400 educators in Hone Kong. The reported frequency and patterns of classroom observation suggested that the current practice was primarily fo r the purpose of appraisal. Compared to secondary and special school educat ors, primary school educators were less likely to welcome observers. Teache rs were more likely than principals to perceive that classroom observation was more for appraisal than for staff development. All respondents indicate d that they wished for a model of peer observation and coaching. The result s are discussed with reference to the need to develop a model of observatio n that is solely for staff development. (C) 2001 Elsevier Science Ltd. All rights reserved.