Attitude of Teachers Towards Instructional Supervision at Calaca District

Abstract

INTRODUCTION

Instructional supervision (IS) is a process of supporting and sustaining all teachers in their career-long growth and development, eventually resulting in quality instruction. The attitude of teachers towards instructional supervision depends on the kind of relationship existing between them and the IS provider as well as the supervisory approach being utilized based on their needs. In this study, the researcher determined the attitude of teachers towards instructional supervision as rated by 40 teachers under the supervision of head teachers and principals at Calaca District and solicited their suggestions to further improve the performance of Instructional Supervision providers in conducting instructional supervision.

METHODS

The study used the descriptive method of research with the questionnaire as the tool in gathering the needed data. The respondents' responses were tabulated, analyzed, and interpreted statistically using frequency, ranking and weighted mean.

RESULTS

The teachers rated positive perception on instructional supervision as highly agree with the overall weighted mean of 2.78. The respondents disclosed that instructional supervision guided them to become better teachers. It directed them to the formulation of appropriate teaching strategies, techniques, and instructional materials based on the competencies set for the day. In terms of negative perception, the respondents agreed that IS providers need to improve the way they collaborate with the teachers on the entire process of instructional supervision and to inform or set the schedule of observation ahead of time in order to avoid sleepless nights among teachers. The ability of the IS provider in making the teachers' cope up with their nervousness should also be addressed.

DISCUSSIONS

The result showed that IS providers should communicate the supervisory aim to the teachers as well as guide and direct the instructional supervision process in a more collaborative and collegial manner. They should inform and confirm with teachers of the scheduled IS at least one week before the actual observation in order for the teachers to become confident of having less mistakes and to avoid sleepless nights. They should also enhance the interpersonal relationship with the teachers. A development plan in enhancing the conduct of instructional supervision was formulated and communicated to IS providers in the district by the researcher.