Classroom Observation and Coaching in the Senior High School Curriculum: Highlights of Experiences of an Instructional Leader

Abstract

INTRODUCTION

It is a great challenge to an instructional leader of a senior high school curriculum to properly conduct classroom observation and coaching to meet the standards of giving quality education to Grades 11 and 12 students. This study was conducted to determine teachers' classroom observation experiences, the challenges of instructional supervision being faced by both the teachers and the principal, and the coaching experiences that may be shared to other Senior High School instructional leaders.

METHODS

The qualitative research design was used. Self-made questionnaire-checklist was utilized by the researcher as the main data-gathering instrument. The researcher used the weighted mean in the analysis and interpretation of data.

RESULTS

It was found out that "words of praise and encouragement from the observer (3.857)", "attained desired to learn goals when coached by the superior (3.571)", and the "successful teaching results when pre and post conferences were conducted (3.000)" were always experienced by the teachers. The weighted mean of 1.286 shows that they did not feel discouraged by the comments given by the observer. They sometimes failed to manage time properly when the observer is around, felt uncomfortable when the observer is directly sitting at the back of the classroom, and felt nervous and had unsatisfactory teaching result when pre and post conferences were conducted, as shown by the weighted mean of 1.857, 1.571 and 1.857 respectively. Teachers meant to strongly disagree, as shown by the weighted mean, that they experienced to encounter strict or unapproachable observer (1.375), uncooperative students (1.750), and insufficient learning materials (2.375) as challenges on classroom observation. They agreed that technical problems occurred during observation, unpreparedness, and fear or nervousness challenged most as revealed by the weighted mean 3.125, 2.625, and 2.750 respectively.

DISCUSSIONS

From the results of this study, it is recommended that instructional leaders should continue to exercise giving praises and recognition to teachers' good performance. Providing proper coaching to teachers will also help. For instructional leaders of other senior high schools, it is important to conduct pre and post conferences when performing instructional supervision. In the classroom, you should be as unobtrusive as possible. The post-observation conference is the key to the observation where feedback is given. An instructional leader must be a good coach.