Correlation between Instructional Supervision and Teaching Performance of Teachers in Five (5) Selected Public Schools in Calatagan, Batangas

Abstract

INTRODUCTION

To complement reform initiatives to improve teacher quality, the Philippine ProfessionalStandards for Teachers (PPST) was developed and validated. To ensure teacher quality, the Results-based Performance Management System (RPMS) aligned the performance targets and accomplishments with the PPST. For its implementation, the school heads are mandated to perform class observations. Therefore, instructional supervision is performed to assess different processes and developmental activities performed by teachers as they undergo through the RPMS cycle. Thus, this study is anchored in discerning the correlation between instructional supervision in the context of adapting the PPST and the results are used as basis in planning the enhancement of teachers' effectiveness.

METHODS

The study utilized the descriptive-correlational method in gathering the necessary data. The elements of this design included identification of the variables of interests, the group of subjects or respondents where the variables were applied, and the estimation procedure, to determine the extent of relationships. Fifty (50) teachers among five (5) selected elementary schools of Calatagan District answered the questionnaire which is composed of the profile of the respondents and the correlation between instructional supervision and teaching performance of teachers.

RESULTS

The respondents have positive remarks on the supervisory skills displayed by their school heads in terms of implementing programs for instructional improvement. Degrees of difficulties are also evident when pre-observation, observation and post-observation conferences are conducted. Results show that there is a significant correlation between instructional supervision and teaching performance. The findings signified that the perceived level of instructional supervision provided by the school heads in the present study affected teaching performance based on the Philippine Professional Standards for Teachers (PPST). The results suggest that there is a need to strengthen the current practices on instructional leadership to align it with the PPST-oriented teaching performance.

DISCUSSIONS

The respondents are satisfied with the displayed competencies of their school heads in implementing programs for instructional improvement and instructional supervision. The researcher recommends to intensify coaching and mentoring of teachers. In addition, the proposed action plan is highly recommended in enhancing the effectiveness of teachers in instruction.