Theme: observation for developmental purposes and classroom research contents: introduction

Figure 1. Main themes under perceptions from the interview data analysis
After the intervention, the perceptions of both observers and teachers on the classroom observation process changed. For observers, it became a tool to help teachers improve their performance. As for teachers, it was deemed as an opportunity to reflect on their performance and professional development. The teachers' view of the observers with regard to their competence also improved and teachers' confidence in the observers increased.
Another theme that emerged from the data analysis was anxiety of the teachers. The results before the intervention indicated that the teachers were anxious during the classroom observation process, in addition to their fear of post-observation conferences, the results of which might lead to termination of their work contracts. After the intervention, the anxiety rate decreased significantly, due to the change in the procedures and implementation of the classroom observation process.
The third and the fourth themes under the perceptions related to the role of the observers and the role of the teachers. The results before the intervention indicated that the observers took a dominant role, which was demonstrated more in the post observation conferences. In fact, the results indicated that the observers used the authoritative approach before the intervention. This has a direct impact on the role of teachers in the classroom observation process. The results showed that teachers played a passive role in this process. They were merely listening to the
observers' comments and carrying out their instructions. However, after the intervention, the relationship and roles of teachers and observers changed. The post-observation conferences saw more participation and input from the teachers. Another important point to note here is that after the intervention the focus of the observers shifted from the teachers to the learning process.
The Implementation themes
Regarding the implementation aspect, as mentioned earlier, three main themes (before, during, and after) emerged to coincide with the three phases of the classroom observation process.

Figure 2. Main themes under implementation from the interview data analysis
Pre-observation stage was ignored prior to the intervention. The interview data indicated that the classroom observation process was carried out in a surprising manner, mostly without any prior notice to the teachers. No prior information was collected about the lessons, which led to a vague understanding for the observers when they practiced the actual observation stage. In addition, it caused anxiety and tension among the teachers. After the intervention, the preobservation stage started taking place. Information was exchanged by observers and teachers on critical issues such as the lesson aims and expectations.
Regarding the actual observations before the intervention, it was reported in the interviews that most teachers had one visit despite the observers’ large number of classroom visits. This was due to time constraints, administrative responsibilities and a limited number of observers compared to the large number of teaching staff. The results also showed a conflict of opinion among teachers before the intervention regarding the frequency and number of class visits, as some preferred no visits, while others stated a need for multiple observations in different classes. Some teachers also mentioned that they preferred to have more than one observer per session. After the intervention and the change in the method and procedures of the classroom observation process, a major change was observed in the teachers' reactions. Their expressed levels of fear and anxiety decreased and some even stated that they wanted to have another classroom observation.
Finally, during the post-observation stage before the intervention, the observers believed that classroom observation was important because it enabled them to evaluate the performance of teachers. Therefore, the observers applied the traditional method known as the directive approach during the post observation conferences. Following this traditional supervision model, observers identified the teacher's strengths and weaknesses suggested appropriate solutions and then instructed teachers to implement them. Also, the teachers attributed great importance to the post-observation conferences. They considered it as a very worrying and crucial stage for them because the outcome would either enable them pass safely or could lead to the termination of their contracts. Therefore, they were always keen to carry out everything the observers asked of them, tried to satisfy and meet their needs even if they were not convinced of their comments. After the intervention, the observers adopted a non-directive approach (Freeman, 1982) in post lesson conferences, using a different and encouraging language that led to constructive feedback and professional development for teachers.