Persepsi Guru Sekolah Menengah Terhadap Proses Penyeliaan Pengajaran Dan Pembelajaran

Classroom observation is a compulsory element which has been proposed by the Ministry of Education to ensure the quality of the teaching and learning process. However, this constructive element is being argued by most teachers as it seems to be a ‘threat’ to their profession. Thus, this research is objectively aimed at discovering the relationship between observer’s attitude, the manner of
observation, and feedback received from the classroom observation. Besides that, the relationship between teacher’s demographic factors such as gender, age, academic qualification and teaching experience with the teacher’s perception towards classroom observation was also found. This research involved 217 respondents who are randomly chosen from seven public secondary schools in
Yan, Kedah. The data was gathered through a questionaire. Based on the analysis, there are two types of classroom observations used in school; formal and informal.
Most teachers were observed twice a year and about 5.1% of them were not observed at all. This showed that classroom observation is not fully practised as instructed by the Ministry of Education. Besides, those who are involved in the classroom observations are normally the admistrators. The output of the research showed that teacher’s perception towards classroom observation is still at the
unsatisfactory level. Many of them claimed that the observation distracted their teaching process. This has a very close relationship with all the hypotheses of the
research. It was found that four of the null hypotheses were rejected. Therefore, it is proven that teacher’s perception towards the observation process is closely
related to the observer’s attitude, the manner of observation and the amount of feed back received.