Instructional Supervision and Professional Development of Public and Private Elementary School Teachers in the Municipality of Gen. E. Aguinaldo

Abstract

INTRODUCTION

This study attempted to investigate perceptions of teachers in the public and private elementary schools in the Municipality of Gen. E. Aguinaldo regarding instructional supervision and its relationship to professional development. The study was limited to teachers in ten (10) public elementary and two (2) private elementary schools teaching in the Municipality of Gen. E. Aguinaldo.

METHODS

This study employed the descriptive survey method. The self-made questionnaire was the main instrument to gather data. The data gathered from the respondents were treated statistically using Frequency Distribution, Percentage, Weighted Mean, Chi-Square, and T-test. A sample size of one hundred ten teachers from both public and private elementary schools in the Municipality of Gen. E. Aguinaldo serve as the respondents in this study.

RESULTS

The results showed that public elementary schools were often supervised than private elementary schools. The analysis of the actual perceptions revealed that public elementary schools were supervised and evaluated four times within the school year while in private elementary schools were supervised and evaluated once a year. It is shown that a significant number of teachers do not receive adequate amounts of instructional supervision. It is a very serious concern because instructional supervision is an important facet of an educational organization which is designed to provide professional help and to support teachers' professional development. Even so, teachers still have positive perceptions toward instructional supervision. The survey results indicated that statistically instructional supervision contributed to teachers' professional development.

DISCUSSIONS

There was a significant correlation between the perceived instructional supervision and professional development of private and public elementary teachers. Based on the findings, continuous implementation of supervision related to teacher professional development in both public and private elementary schools is recommended. Furthermore, teachers should be able to improve the quality of teaching through ICT and professional educational training, seminars, and workshops with the aim to explore the new information as a result of the implementation of the supervision. In the other hand, for further research, it is suggested that larger samples and wider scope are needed, so the further research would give more generalizable results.