Assessment of the Instructional Supervisory Practices of Elementary School Principals on their Relationship to School Performance: Basis for a Proposed Development Program in Instructional Supervision

Abstract

INTRODUCTION

Instructional supervision involves actions taken by an administrator to make sure that a school is a positive, safe place for learning. The administrator closely watches the teacher's delivery of lessons and interactions with students to ensure that they are effectively teaching state standards and re-inspiring students to reach their highest potential. It consists of providing guidance to teachers regarding instruction by providing feedback and available resources for professional development. Because student learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator. If schools provide equal access to quality educational programs for all students, administrators must hold teachers accountable for providing an appropriate and well-planned program.

METHODS

Descriptive method of research was used to gather the needed data for finding out the extent of implementation of instructional supervisory practices of elementary school heads in Tanay, Pililla, and Jalajala in the Division of Rizal. It obtained information concerning the current situation in the school. The method involved the survey method which describes the status quo. The correlation study investigates the relationships between variables while developmental studies seek to determine changes over time.

RESULTS

After a thorough analysis of the data, the researchers found out that there is no significant relationship between the perception of the principals of their instructional supervisory practices and the performance of the school in the following areas: instructional support for teacher's effectiveness and efficiency; curriculum enhancement; and assessment of learning outcomes. On the other hand, there is a significant relationship in the area of teacher capability building. This could be due to the fact that the capability-building for the teachers like INSET is helping them cope with the changing demands in the classroom.

DISCUSSIONS

The discussion of the topics was limited on the school principal’s conduct of following instructional supervisory practices: instructional support for teachers' effectiveness and efficiency, teacher capability building, curriculum enhancement and assessment of learning outcomes. The results of the study will be applicable not only to this research locale but also to other schools with similar conditions.