Execution of Instructional Supervision Domains and Its Relationship to School Performance

Abstract

INTRODUCTION

This study focused on the execution of instructional supervision domains of secondary school heads in Masbate Province Division and its correlation to school performance.

METHODS

A descriptive-correlational design that involved 27 secondary school heads was used wherein the independent variable is the instructional supervision domain and the dependent variables are the school National Achievement Test Mean Percentage Score (NAT MPS) and dropout rate. Qualitative data were used to determine the best practices employed and the challenges faced by school heads along instructional supervision. A survey-questionnaire, interview guide and performance indicators gathering tool were used to gather the data. Weighted mean, percentage and Pearson-Product Moment Correlation were employed to treat the data

RESULTS

Data revealed that the level of execution of instructional supervision domains of the secondary school heads of Masbate Province Division was highly executed. It was also found out that there was a positive negligible correlation between the level of execution of instructional supervision domains and National Achievement Test Mean Percentage Score (NAT MPS). There was a negative moderate correlation between the level of execution of instructional supervision domains and drop out rate. School heads recognized challenges in areas like administrative, technical, and instructional materials. In terms of administrative challenge, teachers were assigned to teach subjects not their major. In terms of technical challenge, teachers have low or poor skills in applying the current pedagogies of teaching. In terms of instructional materials challenge, there was a lack or shortage of instructional materials and ICT facilities. Their best practices vary from preparation, process, giving of feedback and monitoring

DISCUSSIONS

The results indicate that school heads perform well in terms of instructional supervisory functions. This high execution significantly affects the schools’ dropout rate, implying that school heads who perform well in instructional supervisory functions have low dropout rates. However, the execution of this function does not necessarily affect the school performance in terms of National Achievement Test results.