Perceptions on Instructional Supervision and Personal and Professional Profile of Teachers in Kaytitinga National High School

Abstract

INTRODUCTION

One of the most significant efforts in organizing the education process is to develop and uphold the quality of education. To monitor the quality, the national authorities highly depend on the school's instructional supervision. With this concern, it is important to provide assistance and supervision for teachers to increase their competencies. However, for about ten years, the field of instructional supervision has been suffering from unfriendly and unstable relations between teachers and supervisors since some teachers may view instructional supervision as a positive force for program improvement, while others may consider it as a threat against them. For that reason, the researcher focused on the perceptions of teachers on instructional supervision concerning their personal and professional profile.

METHODS

The descriptive research design was employed in this study. The respondents were thirty-nine (39) teachers from Kaytitinga National High School. An adapted and modified survey questionnaire (from Benjamin Kutsyuruba, 2003) was used to determine the personal (age and gender) and professional (years of teaching experience and highest educational attainment) profile of respondents as well as to elicit their perceptions on instructional supervision.

RESULTS

Based on the findings, there is no significant relationship between the perceptions of instructional supervision when grouped according to the gender and highest educational attainment of the respondents. On the other hand, it was also found out that there is a significant difference between the perceptions of instructional supervision when grouped according to the age and years of teaching experience of the respondents. Moreover, most of the respondents perceived that instructional supervision is in need and can be beneficial for them like in the promotion of their professional growth and the collaboration between teachers and supervisors.

DISCUSSIONS

The results revealed that adequate supervision which targets the needs of the teachers should be focused on and must be following their developmental stages. Furthermore, teachers should be involved in the planning of the supervisory process before supervision since instructional supervision should promote trust and collaboration among the teacher and supervisor. The results of this study may be used as a basis for a Continuing Improvement Plan (CIP) to effectively achieve a collaborative teacher-supervisor relationship and quality of instruction in an institution.