Effectiveness of School Hears' Supervisory Leadership Skills on The Development Of Teaching Competencies of Teachers in District of Talisay

Abstract

INTRODUCTION

This study analyzed the effectiveness of the supervisory skills of the school heads in developing teaching competencies. Specifically, this study sought to answer the following questions: How effective is the supervisory leadership skills of the school heads in the development of the teachers' competencies? Does the profile of the respondents relate significantly with the perceived effectiveness of the supervisory leadership skills of the school heads in developing the teachers' competencies? How competent are the teachers in terms of the different factors as perceived by the teachers and the school heads? Is there a significant difference between the perceptions of the two groups in terms of the aforementioned factors on teachers' competencies? What are the implications of this study for administration and supervision to develop the competencies of teachers?

METHODS

The descriptive method of research was used by the researcher. This method of study is a scientific investigation designed to ascertain and determine the general or typical characteristics of existing or current conditions of a population at a given time.

RESULTS

The supervisory leadership skills of the school heads in the development of teachers’ competencies is perceived to be effective. The years of teaching is significantly related to the effectiveness of leadership skills except for evaluating teachers' performance and accomplishment. The teachers were perceived to be effective in their competence of lesson planning and delivery, technical assistance and school, home and community involvement. There is a significant difference between the perceptions of the two groups in terms of lesson planning and delivery. Teachers would be able to appreciate the leadership skills of their school heads when they could adapt some of the best practices and develop more enhancements.

DISCUSSIONS

School heads may continuously encourage and motivate the teachers for possible personal and professional growth to strengthen their technical knowledge in teaching various subjects. They should allow the teachers to attend leadership seminars and conferences. Teachers may practice the reward system inside the classroom with the full support of the school. Teachers may be encouraged to participate in the community. Related studies maybe conducted to confirm the results of this research.