School Heads'Instructional Supervision in the Implementation of English Curriculum and the Academic Performance of Grade 10 Learners in Public Secondary Schools

Abstract

INTRODUCTION

Although instructional supervision has long been implemented by the Department of Education, there has been no formal local study that determined the extent of instructional supervision of curriculum implementation in the division. Through this study, the researcher employed quantitative analysis of the correlations and difference between the observation of 99 teachers of their School Heads' Instructional Supervision of the Grade 10 curriculum and the academic performance of Grade 10 learners in the Division of Calamba City.

METHODS

Descriptive correlation research design was used in the study. According to Calmorin (2010), this research design has its objective to determine the relationship between variables. The descriptive correlation research method was utilized by the researcher to determine the relationship between school heads practices of instructional supervision on implementing Grade 10 English Curriculum and the teachers' performance. The determination of relationship is to be extended to the academic performance of the Grade 10 students in English.

RESULTS

The study reveals that when they are grouped according to cluster, the generated values suggests significant difference between the School heads instructional supervision in terms of teaching and learning (f-value=10.648), Students' Output (f-value=11.495) and Professional growth and development (f-value=9.588) while no significant difference in terms of community involvement. The results implied that the clusters have different perception on the instructional supervision of their school heads in the all the given variables except for community involvement. The generated probability values reveal that the school heads instructional supervision of the implementation of Grade 10 Curriculum in all clusters is significantly related with students' outcome.

DISCUSSIONS

The results implied that the main concern of the supervision of student outcomes was the monitoring of the results of quarterly examination while the outcome of students' progress in written work was apparently given less concern. There is significant difference on the perception of the teacher respondents in their School Heads' instructional supervision in terms of Teaching and Learning Process, Students' Outcome and Professional Growth and Development. However, there is no significant difference in the perception of the teacher respondents in their School Heads' instructional Supervision in terms of Community Involvement.