Extent of Instructional Supervisory Practices of Public Elementary School Administrators and Teachers' Performance in Instructional Efficacy

Abstract

INTRODUCTION

Supervision is a leadership instructional act which has the ultimate aim of improving classroom instruction. In the process of improving teachers' instructional efficacy, many educators realized that the quality of instruction depends not only on teachers but on principals as well. Lack of instructional supervision on teacher performance may result to pupils' low academic achievement. The researcher conducted this study to assess the instructional supervisory practices that are dominant and inherent for teacher instructional efficacy. This study can uplift teaching performance and finally develop an intervention program to improve instructional supervisory practices. The improvement of instructional supervisory practices will eventually help in empowering the school administrators.

METHODS

This is a descriptive study that evaluated the extent of the instructional supervisory practices of public elementary school administrators and teachers' performance in instructional efficacy. A research-made questionnaire was used to gather data on the variables pertaining to the instructional supervisory practices of school administrators. Instructional supervisory practices were evaluated in terms of autocratic, consultative, participative and clinical supervision indicators. The performance of teachers in terms of instructional efficacy as rated by the school administrators.

RESULTS

The study revealed that the most commonly practiced type of instructional supervision by school administrators was the participative supervision. In participative supervision, a good relationship between the teachers and supervisors built on mutual trust is developed. The freedom for the teachers and supervisors to express ideas and opinions about the methods of supervision is also enhanced. This type of instructional supervision must therefore be implemented to improve teaching. It was also revealed that the performance of teachers in terms of instructional efficacy was rated very well by the school administrators

DISCUSSIONS

Learning is central to the functions of the schools and it is important that instruction be the basic tool to promote learning by means of supervision. In the light of the findings, there are recommendations that the school administrators and teachers may promote participative supervision in the institution and the teacher may look for the improvement of their performance to become excellent. This study proposed an intervention to improve instructional supervision skills of school administrators.