ABSTRACT
This study determines the extent of instructional supervision of school head, level of professional development provided, and performance of elementary teachers based on classroom observation tool (COT) in selected schools in Albuera North District, Leyte Division. There are fifty (50) teachers and five (5) school heads involved in the study. The researcher utilized survey questionnaires adopted and modified by Daing (2017), entitled “School Administrators’ Instructional Leadership Skills and Teachers’ Performance and Efficacy in Senior High Schools in the National Capital Region, Philippines”, while to determine the level of teachers’ professional development provided by the school heads in the school, the researcher adapted the items and constructs in the OECD TALIS teacher questionnaire (OECD, 2019) and informed by Desimone’s (2009) PD framework and Hattie & Timperley’s (2007) feedback framework and classroom observation tool (COT). The findings of the study revealed a significant correlation between extent of instructional supervision of school head as resource provider, instructional resource, communicator and visible leader, level of professional support mechanisms provided by the school heads to the teachers in terms of feedback quality and instructional support, professional development design and relevance, coaching and mentoring support, collaboration and professional learning communities, self-directed professional growth and institutional support and learning environment and performance of elementary teachers based on the Classroom Observation Tool (COT). This result indicates that instructional supervision plays a major role in improving teachers’ professional growth and classroom instructional performance.
Keywords: Continuous Professional Development, Instructional Supervision, School Heads, Performance, Elementary Teachers
INTRODUCTION
School heads, as stewards of schools, play a crucial role in ensuring an enabling and supportive learning environment for effective teaching and learning. Through their quality leadership and management, the Department of Education (DepEd) can develop quality teachers and "holistic learners who are steeped in values, equipped with 21st century skills and able to propel the country to develop and progress" (DepEd Order No. 42, s. 2017). This is consonant with the DepEd's vision of producing "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation" (DO No. 36, s. 2013).
Teacher quality is vital in raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership. The Organization for Economic Co-operation and Development (OECD, 2018, p. 20) states that the "quality of an education system depends on the quality of its teachers; but the quality of teachers cannot exceed the quality of the policies that shape their work environment in school and that guide their selection, recruitment and development".
To achieve the government's objective of delivering high quality basic education, school administrators play a crucial role in adapting to changes in the educational system. According to Republic Act 9155, also known as the Governance of Basic Education Act of 2001, the school head oversees both the administrative and academic operations of a single school or group of schools.
School administrators have a significant impact on educational policy, particularly when it comes to motivating teachers and enhancing the school environment (Jambo & Hongde, 2020). The correct mindset, attitudes toward employees, and motivation to increase performance and productivity are the foundations of effective leadership (Saah, 2017). However, school administrators have identified management, management challenges, and new learning trends as their top concerns (Morales & Sapin, 2020).
In the Philippine context, the role of school heads has evolved beyond administrative management to encompass instructional leadership, a shift that aligns with global trends emphasizing the importance of leadership in shaping teaching and learning outcomes (Hallinger, 2018; Santos, 2019). School heads are now expected to provide direction, support, and guidance to teachers, fostering an environment that promotes continuous professional growth and improved student achievement (Garcia & Cruz, 2020).
Instructional leadership encompasses a range of key responsibilities, including setting clear academic goals, overseeing the curriculum, monitoring teaching practices, and fostering a culture of teamwork and accountability. Research indicates that effective instructional leaders prioritize learning, invest in helping teachers develop their skills, and utilize data to inform their decisions (Ng, Nguyen, Wong, & Choy, 2020). In the Philippines, this kind of leadership is becoming even more important as schools face the challenges of educational reforms like the K to 12 Basic Education Program and the MATATAG Curriculum, which require school leaders to be flexible and deeply involved in instructional support (Del Rosario & Sarmiento, 2021).
Furthermore, instructional leadership helps foster a professional learning community, a place where teachers feel empowered to reflect on and improve their teaching. A study by Dela Cruz and Magsino (2022) found that when school heads actively observe classrooms, provide helpful feedback, and support ongoing teacher development, it boosts both teacher morale and student performance. In the era of remote and blended learning, school leaders have also had to adapt their styles to keep learning centered on students and ensure equal access to education (Bernardo, 2021). In short, instructional leadership remains a key force driving school improvement. As education continues to evolve, the ability of school heads to lead instructional change with vision, empathy, and data-driven decisions is vital for the sustained success of teaching and learning.
One of the most important feedback items of school heads in the conduct of instructional supervision to teachers is to provide the appropriate program which will strengthen the professional growth and development. The education sector in the Philippines prioritizes the continuous enhancement of the teaching profession, as emphasized in the 1987 Philippine Constitution and supported by the Philippine Professional Standards for Teachers (PPST). The PPST, guided by DepEd Order No. 42, S. 2017, outlines the need for ongoing professional development to ensure teachers are well-prepared for the K to 12 Program. This professional development is crucial for improving teaching skills, increasing job satisfaction, and enabling collaboration among educators. Hence, this study was formulated to determine the extent of instructional supervision and level of continuous professional development conducted to teachers. A proposed school-based improvement plan was formulated based on the findings of the study.
This study determines the extent of instructional supervision of school head, level of professional development provided, and performance of teachers based on classroom observation tool (COT) in selected schools in Albuera North District, Leyte Division. The findings of the study were basis for the proposed school-based improvement plan.
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