Level of Instructional Leadership Approaches among Selected Public Elementary Schools

Abstract

INTRODUCTION

The individual teacher tries to be responsible for each other's professional growth. Directive Supervision whether intensive or informational may lend very well for beginning and inexperienced teachers, experienced teachers who are having teaching difficulties, and teachers who are performing well but need direct intensive guidance on new innovations. Non-directive supervision would be most appropriate for advanced and independent self-directed teachers who clearly have greater knowledge and understanding of what they want to do.

METHODS

The present study investigates the instructional leadership in terms of supervisory approaches among selected public elementary schools in the 3rd Congressional District, Municipality of Talisay, Division of Batangas. The study on instructional leadership focused on the different approaches as indicated in instructional supervision handbook of the Department of Education. The selection of the respondents was based on the following criteria: teachers shall have at least five(5) years in the service, Grade 1-6 teachers, and willing to participate. The level of performance of selected public elementary schools in the Municipality of Talisay, Division of Batangas was based on the following: Repetition rate; Graduation rate; and National Achievement Test Mean Percentage Score (NAT-MPS). The study utilized a descriptive research design to assess the level of instructional leadership supervisory approaches in the selected public elementary schools in the Municipality of Talisay, Division of Batangas.

RESULTS

The summative findings somewhat indicate that the instructional leadership approaches of the school "Meets Expectation. However, teachers are still in the process of determining the appropriate instructional leadership approach for their school. This is shown in the computed weighted mean of 3.15 and verbal interpretation of "Sometimes", of the three (3) instructional leadership approaches.

DISCUSSIONS

In general, the compiled response indicated that instructional supervisors did not identify teachers' instructional limitations regularly. As a result teachers did not have enough support to be competent enough in improving the day to day classroom instruction as well as enhance their professional growth. Thus, this might reduce the effectiveness of students, teachers' initiation as well as the school's goal achievement.