Impact of Department Heads' Instructional Supervisory Practices and Teachers Performance: A Proposed Training Program

Abstract

INTRODUCTION

There is a notion that the quality of instruction depends not only on teachers but on the supervisor's responsibility of assisting teachers in making decisions regarding instructional competencies. In public secondary schools, head of schools came from the teaching force of a school hence they lack formal training as instructional leader. Some newly-promoted school heads and even department heads in secondary schools lack instructional supervisory experience aimed at improving teaching and learning. It is in this premise that the study revolved around the supervisory practices of the department heads and their impact on teachers' performance so as to formulate and propose a training program for the enhancement of the supervisory practices of the department heads in the junior high in the Municipality of Silang.

METHODS

The respondents of the study were the 109 teachers from 7 secondary schools in Silang and they were surveyed using a questionnaire. The descriptive method of research was adopted and focused on the impact of the department heads’ supervisory practices on teachers' performance. The data gathered were tabulated, evaluated and analyzed using percentage, ranking, weighted mean and chi-square to determine the degree of the level of the impact of instructional supervisory practices of department heads.

RESULTS

Based on the summary of the findings the following conclusions were formulated: The department heads had a highly competent level of supervisory practices. The teachers had a very satisfactory teaching performance. There is a significant relationship between a department head's supervisory practices and teachers’ performance. A training program was proposed to improve the level of supervisory practices of the respondents.

DISCUSSIONS

Data collected in this study identified that department heads should avail of in-service training and workshops on professional development relevant to their duties and responsibilities in instructional supervision. The teachers should equip themselves with content knowledge and teaching skills through in-service training and workshops and professional development activities to improve their teaching performance. Also, the proposed training program should be based on training needs assessment results so as to address the problems of department heads regarding their knowledge and skills in instructional supervision.