Instructional Supervisory Roles of District Viii Public Elementary School Master Teachers: Basis for District Instructional Supervision Training Framework

Abstract

INTRODUCTION

Instructional supervisors (IS) are responsible for supervisory works by which teachers receive instructional support for their professional growth and development. As IS, Master Teachers (MTs) are obliged to supervise teachers under them. However, based on the IPCRF of the MTs for 2015-2018 of City School Division of Koronadal District VIII, some rarely or have not conducted instructional supervision specifically on conducting action research despite being their key result areas as IS. To further investigate the roles of MTs as IS, this study aimed to identify the extent of performance of District VIII MTs on their roles as IS. It also identified the facilitating and hindering factors on the performance of MTs as IS.

METHODS

The study used a descriptive method where researcher-made survey questionnaires and focus group discussion (FGD) guide were the data gathering tools. Triangulation of data was used, where 45 MTs, 394 teachers and 18 school heads responded to the survey. FGD was conducted to identify the facilitating and hindering factors on master teachers' instructional supervisory roles in the school. There were 3 separate FGDs conducted participated in by 3 groups: 8 MTs, 8 teachers and 8 school heads.

RESULTS

The study revealed that the extent of performance of MT's role as instructional supervisors was performed to a high extent with the mean of 2.84. Instructional Support for Teacher effectiveness and efficiency, Curriculum Enhancement and Assessment of Learning were performed to a high extent except for Teacher Capability Building which is performed to a low extent. Further, FGD revealed that most of the facilitating factors on MTs' instructional supervisory roles are their length of experience in teaching, eagerness to improve the teaching-learning process, and living up their responsibility as MTs. On the other hand, FGD also revealed that lack of time, lack of knowledge on action research, school publication, and assessment strategies, and lack of financial support from the school is the hindering factors on the performance of MTs as instructional supervisors in school.

DISCUSSIONS

The result revealed that there is a need for instructional supervision training framework for master teachers of District VIII especially on the conduct of capability building activities in the schools. The hindering factors revealed in the FGD should also be included in the training framework to improve the performance of MTs as instructional supervisors.