Effect of Implementation of District-Based Instructional Supervision in Elementary School Teachers Competence

Abstract

INTRODUCTION

District-Based Instructional Supervision in the Municipality of Silang is implemented and practice by school heads and master teachers in the municipality to carry out supervision. School heads and supervisors are empowered to do their roles and responsibilities as an instructional leader to assist the teachers for instructional improvements. Activities are done such as observation of classes to evaluate and monitor teacher's professional competence and checking how well educational standards practiced and implemented. They are designated as human resources for teachers on instructional issues, and concerns, and serve as a facilitator to enhance continuous improvement to achieve quality education in schools.

METHODS

In this research process, researchers used the method of quantitative and qualitative methods. Data for the study were collected through survey questionnaires, interviews and results of Learning Outcomes Assessment (LOA) for the 1st quarterly exam. The questionnaires were completed by 85 teachers including master teachers and interviewed to 10 school heads, with a total of 95 participants. During the three months of implementing instructional supervision, every teacher was supervised two times by master teachers and school heads and supervisors.

RESULTS

District-Based instructional supervision based on the perceptions of teachers from the survey questionnaire indicated that the majority of teachers agreed that district-based instructional supervision gave the school heads, supervisors and teachers opportunities to work together in establishing teaching objectives, helps teachers improve their teaching effectiveness and provides teachers with technical assistance of confronting their instructional techniques and pedagogy which need improvement. Based on the data gathered by the researcher, the majority of the participants were highly satisfied with the district-based instructional supervision. It was effective to enhance and improve teacher's competence.

DISCUSSIONS

The findings revealed that most of the participants experienced the practices and they showed a willingness to continue the practices. It was validated by the researchers through the result of the 1st quarterly report of teachers in the Learning Outcomes Assessment. Their learners had no record of very low mastery in different learning areas. This was also proven that school-based supervision could be good practice and should be done religiously. Teachers maximize their teaching performance and pupil's improved academic performance.