Improving Teacheres’ Teaching Competencies through Enhanced Instructional Supervision in District VI

Abstract

INTRODUCTION

As observed, teachers in recent times manifested unwholesome attitude towards discharging their duties as evident on records showing that teachers go late to school, exhibit rudeness to school authority at the expense of teaching. So, the researcher conducted the present study to improve teachers' teaching competencies through enhanced instructional supervision in District VI, Division of Batangas City.

METHODS

The researcher used the descriptive method of research. A questionnaire formulated from the CB Past Form 3A and the Philippine Professional Standard for Teachers (PPST), Department of EducationOrder no 42, series 2017 was used in the data gathering responded by 100 teachers and 10 school heads in the district which were chosen through simple random sampling method.

RESULTS

As demonstrated from the results of the study, school heads need to intensify the instructional supervisory activities and could focus on Domain 3 -Diversity of learners and Domain 5 -Assessing and Reporting. It was also suggested that capability building program or School Learning Action Cell could be the avenue to enhance teachers' teaching competencies with a focus on the latter domains.

DISCUSSIONS

The major findings showed that interaction between teachers and instructional supervisors has a significant influence on teachers' classroom performance. The use of instructional materials suggested by the instructional supervisor's has a significant influence on teachers' classroom performance. The opinions of secondary school teachers with more teaching experience and teachers with less teaching experience did not differ significantly concerning their perceived influence of supervision of instruction on their classroom performance. Also, the opinions of male and female teachers did not differ significantly concerning their perceived influence of supervision of instruction on their classroom performance.