The Relationship of Instructional Supervision to Teachers' Competence in the Division of Pampanga

Abstract

Introduction

During the past several decades, instructional supervision has been identified as a means to enhance the performance of teachers in professional roles, since being a true professional requires that a teacher has to be fully capable of making the appropriate decision and provide high-quality services. It also requires the teacher to be in constant pursuit of better understanding and more efficacious methodologies. Supervisors do more than merely observe teachers in the classroom; they engage in a wide range of activities that focus on the instructional lives of teachers. A good instructional supervisor must have a clear focus on curriculum, instruction, assessment and professional culture. Despite the multitudinous demands of his job, he must not lose sight of his primary task of improving instruction so that goal setting and target listing activities should top the list of his priorities.

Methods

This type of research utilized the descriptive survey type of research to answer the specific problems of the study and the survey questionnaire to gather the necessary data. The respondents were the 264 public elementary teachers from the selected schools in the Division of Pampanga. In the selection of respondents, the simple random sampling technique was used.

Results

Public elementary school principals/headteachers are performing well in their job doing formal classroom observation to their teachers. Roughly 68% of the total respondents pointed out their principals/headteachers made a formal classroom observation between 3 and 16 times within a year. A great majority of the teachers got at least a 75% level of proficiency while others even achieved more than the school target. There is a significant relationship between instructional supervision and teachers' competence along with areas of classroom preparation and management,teaching-learning process, classroom interaction and assessment of pupils' learning.

Discussions

Indicators in the performance of teachers based on the teaching-learning process and assessment of pupils' learning need equal attention. Principals/head teachers should assist their teachers in asking questions reflecting higher-order thinking skills (HOTS), e.g. open-ended questions. Also, school heads should provide their teachers with an informative and principal guide on the use of portfolios in assessing pupils' learning instead of frequently adopting the traditional methods of pupils' assessment through seat-work exercise and paper and pencil tests.