Perceptions of Aglipay District Elementary Teachers Towards Instructional Supervision

Abstract

INTRODUCTION

Instructional supervision is said to be the most important function of a school head. As it is stipulated in Department of Education Order 14, s. 2013, regular monitoring and supervision by the school head is a must to assure proper implementation of instructional programs and to ensure that the pupils are able to meet the standards set and the competencies expected of them in the K to 12 Basic Education Program. However, with my experience as school head of different schools in Aglipay District, teachers tend to resist instructional supervision despite of prior announcements as indicated in my monthly supervisory plan. Thus, this study was conducted to examine the perceptions of teachers towards instructional supervision and to make innovative plans for professional development and for its better implementation.

METHODS

This study used the Descriptive -Survey Method to assess the perceptions of the 175 teachers of the 25 complete elementary schools of Aglipay District towards instructional supervision. Also, qualitative data was used to gather suggestions of respondents regarding areas of instructional supervision that should be improved. The data that were gathered through the data collection instrument were coded, categorized and analyzed using SPSS. Frequency counts, Percent, Means, Standard deviation, One-way ANOVA and Independent T-Test were used to describe the perceptions of teachers towards instructional supervision.

RESULTS

The participants believed that instructional supervision improved them professionally and helps build their morale. Further, they agreed that preparation for instructional supervision is just a normal part of the teaching-learning process. The respondents' age, sex, position and years in service do not influence their perceptions towards instructional supervision.

DISCUSSIONS

The results of the study suggested that these should be disseminated to the school heads particularly to Aglipay District school heads to be aware of, so that they could help in the proper implementation of instructional supervision in a more improve and effective approach, which implies that they should also be trained along this area. On the other hand, teachers should also be constantly capacitated through a well-planned and well-implemented District/School Learning Action Cell to enhance and improve them along their strengths and weaknesses.