Supervisory Competence of Instructional Leaders on Classroom Formal Observation

Abstract

INTRODUCTION

Over the years, the role of the instructional leader has evolved. Today's instructional leader is expected to be more than a manager but provide leadership in strengthening the teaching-learning process to produce possible outcomes. One of the most important supervisory competences of instructional leader is the responsibility to observe and evaluate teaching through classroom formal observation towards teachers' enhancement.

METHODS

This study made use of the descriptive -quantitative approach to determine the level of supervisory competence of instructional leaders on classroom formal observation. Descriptive -survey method was utilized to describe the current level of supervisory competence of instructional leaders in terms of content, pedagogical practices, communicative competence, utilization of results and class observation plan.

RESULTS

Data revealed that the instructional leaders' highest educational qualification and administrative experience did not affect their supervisory competence on classroom formal observation. It was also found out that the over-all supervisory competence of the instructional leaders on classroom formal observation is "Very Much Competent" as assessed by the teachers and "Much Competent" as assessed by themselves. No significant difference was proven in the evaluation of the two (2) groups. However, results revealed that pedagogical practices and class observation plan influenced by the seminars and trainings attended by the instructional leaders.Moreover, it was found out that there were two (2) innovative practices which the instructional leaders implemented in their classroom formal observation and these are demonstration teaching and modelling.

DISCUSSIONS

The teachers observed the instructional delivery, the pedagogical skills and communication skills of the immediate head or subject area coordinator otherwise known as instructional leader to gain new strategies and techniques in teaching. On the other hand, modelling is done by the instructional leader through his/her behavior, skills and attitude. Instructional leaders serve as a mirror in all the things he/she acted whether in the classroom or in the faculty rooms. Instructional leaders serve as a motivator and good model of observable traits and behavior.