Asian Journal of Education and Social Studies

This study examined teachers’ perceptions of walk-in classroom observations (WICOs), their association with instructional practices, and their perceived contribution to Grade X academic performance at Loselling Middle Secondary School, Thimphu. An explanatory sequential mixed-methods design was employed within a single-school case study. Questionnaires were administered to 39 teaching staff and 67 Grade X students, followed by semi-structured interviews with 15 participants. Grade X Bhutan Certificate of Secondary Education (BCSE) results from 2023 to 2025 were also examined as a school-level indicator of academic performance. Findings indicated generally favourable perceptions of WICOs among teachers and students. Teachers reported positive effects on lesson preparedness (M = 3.90), use of varied teaching methods and resources (M = 3.85), and feedback for improving teaching methods (M = 3.92). Students reported improved teacher preparedness (M = 4.12) and teaching methods following feedback (M = 4.09). A strong, statistically significant positive association was found between teachers’ perceptions of WICOs and self-reported instructional practices (Spearman’s ρ = .757, p < .001, N = 39). Qualitative findings indicated perceived improvements in lesson planning, ICT use, classroom management, student engagement, and professional accountability, alongside concerns about stress, time constraints, unclear criteria, and inconsistent follow-up. BCSE mean scores increased from 66.70 in 2023 to 69.72 in 2025; however, aggregated data cannot establish a causal relationship with WICOs. The study recommends transparent criteria, constructive feedback, systematic scheduling, and structured follow-up to strengthen WICOs as a supportive mechanism for instructional improvement.