Competency-based Supervisory Framework for School Heads

Abstract

INTRODUCTION

This research is concerned with developing a competency-based supervisory framework as an offshoot of the identified competence of school heads as a supervisor. This will be based on their assessed level of knowledge, attitude, and practice (Buchanan, 2015) in the three domains of supervision (Oliva, 2008) namely curriculum development, instructional development, and teacher development.

METHODS

This study used the mixed methods research design, particularly the exploratory mixed methods employing survey questionnaires followed by interviews to gather the needed data (Creswell, 2016). The questionnaires utilized were congruent to the three domains in the fields of curriculum development, instructional development, and teacher development. Before the survey questionnaires were distributed to the respondents, they underwent a validation process wherein eight (8) experts in the field of supervision and educational management scrutinized and examined the content of the research instrument. Interview guides were also used as a source of additional information related to the variables of the study. There were 26 public central elementary school heads and780 teachers selected as participants of the study.

RESULTS

The findings of the study showed that school heads of Department of Education Laguna are knowledgeable in supervising the three domains of supervision and they manifest positive attitudes about them. Despite this, there are still areas in their knowledge of supervision that need to be enhanced. As supervisors, they practice supervision in curriculum and instructional development but not on a regular basis. It is on the teacher development that supervision is practiced consistently. Thus, a proposed competency-based supervisory framework for school heads was developed.

DISCUSSIONS

It was concluded in the study that the imperative nature of supervision cannot be underestimated as a powerful tool in achieving school effectiveness primarily manifested in terms of student achievement. Knowledge and understanding of curriculum and how it can be developed to enhance and improve instruction is an essential area of competency for school heads to elevate the school's performance. Competence in supervision is indeed a mixture of untiring efforts of the school head to perform multi-roles and functions. School heads are tasked to be curriculum planners and designers wherein they think and plan together with theconcerned stakeholders on how to improve the performance of students and achieve excellent academic outcomes.