Instructional Supervision Towards Teachers' Performance

Abstract

INTRODUCTION

Instructional supervision is one of the duties of the school heads. The performance of pupils lies on the kind and type of supervision being applied by the school head in dealing with the teachers' methods, strategies, and techniques on how they teach. Teachers' performance affects student-learning process as they act as facilitators of learning.

METHODS

The descriptive survey research design was employed in this study in order to investigate teachers' perception of instructional supervision and its perceived relationship with professional development. The performance of teachers Performance Appraisal System (PAST) was analyzed. The respondents of the study were the 16 teachers teaching from Kinder to Grade Six. The teachers were asked to answer the questionnaires wherein the questions to be answered are based on their situation.

RESULTS

It was evident that there are male and female teachers in the school performing their duties as classroom managers and mentors. It was also evident that 9 teachers fall on salary grade 13. Out of 17 respondents, 11 belong to salary grade 11 and 12, respectively. Salary grade of teachers can be a contributing factor in the performance of teachers. Based on the data gathered, all teachers are female. From the result presented, teachers perform their tasks regardless of gender.

DISCUSSIONS

The teachers perceived instructional supervision as a means to encourage teachers to discuss ways of solving any problem with the school curriculum. They also perceived instructional supervision as the way for them to give opportunities to use suitable teaching techniques/ methods for their pupils. It is recommended to include best practices in the school improvement plan to give its full implementation. Develop instructional leaders by assigning key teachers to be the facilitators of learning for their colleagues.