ABSTRACT
The study aimed to assess the extent of the instructional supervision among social dynamics of public schools’ district supervisors, school heads and master teachers in the province of Rizal during the School Year 2020 – 2021.
This study was delimited to the selected schools in the District of Angono, Division of Rizal due to the shortage of sufficient experiential research investigating the problem of the study during the school year 2020 - 2021. The researcher selects thirty-five (35) school heads both public and private elementary and secondary schools in the District of Angono. The study used the total enumeration in determining the sample respondents per school. The study used the descriptive survey research utilizing the researcher made instrument. The instrument consisted of the instructional supervision of school heads with respect to classroom observation, portfolio supervision, and pedagogical practices.
The study found out that in general, general, the school heads strongly agreed that they always demonstrated all the time their duties and responsibilities in observing teacher’s management structure in order to engage learners and develop their critical thinking skills, in reviewing record and teachers’ schemes of work, and in giving technical assistance and always communicates to teachers, learners, parents, and other personnel in a professional manner. Also, the level of performance of school heads as revealed by the Office Performance Commitment and Review Form (OPCRF) results, the overall weighted mean obtained is 3.57 interpreted as Very Satisfactory. Likewise, the highest performance rate of a teacher is 4.40 interpreted as Very Satisfactory and lowest performance rate of a teacher is 2.52 interpreted as Satisfactory. Moreso, it was statistically found out that there is a significant relationship on the instructional supervision in terms of classroom observation, portfolio supervision, and pedagogical practices and the level of performance of school heads, since the obtained p-value of 0.00 does not exceed at 0.05 level of significance, thus the null hypothesis is rejected. It simply shows that the instructional supervision of school heads is greatly affected by their performance like giving technical assistance and observation and leading and supervising teachers that could lead to quality of learning.
It can be concluded that the school heads are demonstrating an excellent job in giving technical assistance and instructional supervision to teachers; the school heads are very satisfactory in performing their leadership responsibilities and duties at school; and the performance of the school heads’ is directly affected by their classroom instructional supervision which includes the classroom observation, portfolio supervision, and pedagogical practices.
KEYWORDS: Classroom Observation, Instructional Supervision, Pedagogical Practices, Portfolio Supervision, School Heads’ Performance.
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