Teachers' Classroom Victory as Correlates to Positive School Heads' Instructional Assistance

Abstract

INTRODUCTION

Teachers' instructional competencies in terms of lesson planning, delivering the lesson, assessment and classroom management bring great impact to the learning of the pupils. Furthermore, those instructional competencies could be better through the instructional leadership skills of a school head. The researcher would like to highlight the positive instructional assistance of school heads as correlates of instructional competencies of teachers.

METHODS

The research design used in the study was the descriptive survey process. As cited by Sevilla (2003) in the study of Punzalan (2014), this research procedure was designed to gather data and information regarding the existing conditions that will serve as bases for the evaluation procedure. After that, the researcher with the help of her school head distributed and retrieved the questionnaires tabulation and computation of the gathered data from the school heads and teachers as respondents of the study was followed.

RESULTS

The perception of school heads on their instructional leadership skills and instructional competence of teachers exceeds that of the teachers. Hence, highly significant variations occur on the comparison of their perceptions.

DISCUSSIONS

School heads should continuously strive to possess knowledge of the curriculum and good instructional practices and, subsequently, focus their attention in their schools on curriculum and instruction while, teachers must view classroom observations as a vehicle for improvement and professional growth. An instructional leadership power-up training matrix was proposed.