Teachers' Video Teaching: An Alternative Tool for Instructional Supervision

Abstract

INTRODUCTION

This research aimed to assess the perception of teachers on Video Observation as an alternative tool for Instructional Supervision. Particularly, it aimed to answer the following questions: (1) What is the profile of the teacher respondents in terms of number of years in teaching and frequency of being observed with in the year? (2) What is the degree of the teachers' perception on how video observation will improve the teachers' competence? (3) What challenges do teachers perceived to encounter in video recording as an alternative to actual observation?

METHODS

This study made use of non-descriptive method through a survey to see the perception of the purposively-selected 60 respondents on the teachers' video observation as an alternative tool for instructional supervision. The data which were presented in tables and graphs included demographics and teachers' perceptions on how video observation will improve their competence.

RESULTS

Results show that many of the respondents have 6-8 years of teaching experience and all of them were already observed twice or more than twice. Further, 31 per cent of them have experienced postponement of instructional supervision. It was also revealed that most of the respondents strongly agreed that video observation will enhance their competence as well as highly motivate their classes

DISCUSSIONS

Instructional supervision may be further enhanced through alternative means of observing teachers, for instance, through videos. Implications of the results of the study to effective school management and delivery of instruction were also discussed in the research.