Best Practices of Effective Instructional Supervision among School Heads in Infanta District Towards Improved School Performance

Abstract

INTRODUCTION

The teaching-learning process is one of the top priorities of all personnel in the Department of Education. Thus, the main purpose of this research was to determine the best practices on instructional supervisory strategies and practices among school heads in Infanta, District towards improved school performance.

METHODS

This study utilized the Descriptive-Quantitative Research method.

RESULTS

This research study focused on the best practices on effective instructional supervision among school heads of Infanta District. This study utilized the descriptive method in research to find out the best strategies and practices on effective instructional supervision. The respondents' responses were tallied, recorded, computed, tabulated, and analyzed to determine the best practices on effective instructional supervision. In presenting data, tables were used with corresponding interpretations.

DISCUSSIONS

The instructional-supervisory strategies of the school heads included teacher conferencing and inspecting the daily lesson log and daily lesson plan of teachers. The implication of the practices and strategies in improving performance were to reduce the number of non-numerates and to promote and participate in the professional development of teachers. Based on the findings and conclusions, this study recommends to plan and implement more programs and activities that would intensify the work values of the teachers. They must subject themselves to discover new trends in education so that their crafts would not be confined with the old practice and system in education. Sponsoring and conducting seminar-workshops and training aimed at emphasizing not only the teachers' intellectual and physical development but more importantly the uplift and enhancement of the teachers' work values and time management is also recommended.