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was downed and most of the weaknesses [are] all that the principal have seen,not my strengths.” So in other words, I myself had discovered what is wrongfirst, then the principal. TEFG4: 395-400]■■the overall role of the observe as a ‘coach’, rather than just a fault-finder:The first thing that I need to have in my mind is to help the teacher developprofessionally and personally. [ETI-4: 245]■■the issue of whether or not prior notice of lesson observation should beprovided:Our principal comes – go to our classroom once in a while, without telling usthat he would come ... It’s very good. Because you have to be ready. (chuckles)our principal, if they are lax, we also become lax. (chuckles) ... It give us the driveto do. [TEFG3: 1354-1363Regarding the last of these items, however, it should also be pointed out that mostof those who commented on this issue nevertheless said that they felt it was betterfor prior notice of observation to be given.The questionnaire data regarding this area were as shown in Table 9 below. As canbe seen, while there is considerable support for ensuring that there is observationof and feedback on teachers’ implementation efforts (Q. 52), the means for theresponses to the remaining items, while still signalling a good deal of agreementwith each of the propositions, are all relatively lower. This may in part be due tolack of clarity in some of the questions. For example, Q.53 was intended to addressthe issue of whether there should be a certain (relatively lengthy) period of timebetween attending training and being expected to implement the teaching ideas.Such a question was included because of data in the interviews and focus groupmeetings such as the following:I: Well, I believe a teacher should – to effectively implement the strategiesthey learned, they should be given enough time. And the training should bedone a months before the opening of classes.R: M-hm.I: Because they have the time to prepare the materials, they have the timeto organize, or to improve their plans, so that they can integrate whatthey have learned from the trainings. Unlike if the seminar is too close tothe opening of classes, there is an implementation of such, but it’s in a –Iconsider it not so effective. But once the teacher given enough time let’ssay, after the end of the school year there’s a series of training and thenthey have time to prepare … so I believe it’s –R: Time, the time element.I: Time element. M-hm. [EPI-1: 549-553]Best Practice INSET | 335