Perception of Teachers on The Instructional Supervisory Practices in Bambang Elementary School at Calaca District

Abstract

INTRODUCTION

For about ten years, the field of instructional supervision has been suffering from unfriendly and unstable relations between teachers and supervisors. At school level, how supervisors should professionally support while working with teachers was the discussion about the field of instructional supervision and was a main derive for developing the different supervision models. The aim was to increase for the best method by which supervisors could best improve the teachers’ performance, provide them with the needed assistance, for the total school improvement and providing quality education for the learners.

METHODS

The descriptive method of research which aimed to determine the supervisory practices usually employed by the school head. The respondents of the study were the seven (7) female teachers of Bambang Elementary School. The frequency, ranking and weighted mean were the statistical treatment used to interpret the data. The researcher utilized survey method as data gathering procedure. Survey questionnaire served as the data gathering tool. The preferences of teachers and their perceptions with regards to the instructional supervisory practices were noted. In the process, the responses of the teachers were assessed, tallied, interpreted and analyzed. As an output, the recommendations/ suggestions derived from the respondents to improve teachers' instructional competence towards quality education of the children. It mentioned that the main focus of instructional supervision is providing support for teachers and enhances their role as key professional decision makers in practice of teaching.

RESULTS

As school leader, the school head was able to employ the supervisory practices listed to a very great extent which implied that the school head effectively performed the duties of instructional supervisor. The teachers preferred the supervisory practices of school heads with regards to the proper and effective communication with teachers during post observation such as rating their performance fairly and giving valuable suggestions after observation. All teachers perceived that instructional supervisory practices employed by the school head enhanced the delivery of their instructions as they learned to realize their strengths and weaknesses and performed as facilitators of learning to the children.

DISCUSSIONS

Results of the study emphasizes that the preferences of teachers on instructional supervisory practices must be given attention by the school leaders.