This study examines the impact of self-selected versus researcher-set observation foci on teacher efficacy, using digital tools developed by Professor Zhang Minjie at National Taiwan Normal University. In Taiwan, each primary and secondary school teacher must conduct at least one public lesson annually. A professional observation team was established to facilitate this. The study used a two-phase mixed-methods approach. In the first phase, ten lessons were observed using researcher-set foci, followed by in-depth interviews. In the second phase, a collaborative lesson study allowed teachers to set their own foci, followed by another ten observed lessons and interviews. Interview data were analyzed both qualitatively and quantitatively, with themes coded and quantified by frequency. Statistical analyses, such as chi-square tests, assessed differences in teacher efficacy. This study highlights the importance of tailoring observation tools to subject needs, enhancing teacher efficacy.
The study found that teachers using self-selected observation foci showed significantly higher teaching efficacy compared to those using researcher-set foci. Statistical analysis (chi-square test, p < 0.05) supported this, with teachers reporting greater relevance and reflection when selecting their own foci. Researcher-set foci, while structured, were sometimes less adaptable to immediate classroom needs. Digital tools enhanced both approaches, providing more accurate observations and feedback. Overall, self-selected foci proved more effective in meeting teachers' instructional goals.

Authors:
Yiju Lin, National Tsing Hua University, Taiwan

About the Presenter(s)
My name is Lin Yi-Ju, you can call me Claire. I am a junior high school teacher and a curriculum leader in the guidance team, pursuing a Ph.D.

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