ABSTRACT
This study determines the significant relationship between the extent of instructional supervision, teachers' instructional competence and performance of students in Technical-Vocational-Livelihood (TVL) strand of Genaro B. Lureñana National High School, Ormoc District 7, Ormoc City Division. The sixty-five students enrolled in Technical-Vocational-Livelihood (TVL) strand, two (2) teachers and one (1) school head were involved in this study. The instrument used in this study is adapted and modified from the study of Alkrdem & Mofareh (2015). Similarly, to measure the extent of teachers' instructional competence, the researcher will utilize the Classroom Observation Tool (COT) in the conduct of instructional supervision to teachers. Finally, to measure the academic performance of the students, the researcher gathered the grades of the students in Technical-Vocational-Livelihood (TVL) strand. The findings of the study revealed a strong positive significant relationship between the extent of instructional supervisory practices of school head as a Resource Provider, Instructional Specialist, Curriculum Specialist, Learning Facilitator and School Leader and level of instructional competence of Technical-Vocational-Livelihood (TVL) teachers. This indicates that effective supervision plays a crucial role in enhancing teachers’ pedagogical and technical capabilities. Likewise, a strong positive relationship was also revealed between the level of instructional competence of teachers and academic performance of students in Technical-Vocational-Livelihood (TVL) strand. This implies that higher levels of teachers’ instructional competence contribute to improved learner achievement. The rejection of the null hypothesis confirms that instructional competence is a critical determinant of students’ academic success. The proposed instructional supervision plan must be implemented to successfully achieved higher learning outcomes.
Keywords: Relationship, Instructional Supervision, School Head, Teachers’ Instructional Competence, Performance, TVL, Students
INTRODUCTION
The Technical-Vocational-Livelihood (TVL) track is one of the educational programs in the Philippines that aims to provide students with practical skills and knowledge to prepare them for the workforce. The TVL track is an essential component of the K-12 program implemented by the Department of Education (DepEd) in 2013. Work competency gained from work experiences, training, and development can help students succeed in the workplace, and having a career potential boosts their chances of securing permanent roles in the future. According to Pajares et al., there is a need to provide senior high school tracks, strands, and TVL specialties that address or respond to the skills required by the most in-demand jobs and forecasted in-demand jobs and one of the specialized programs is the Shielded Metal Arc Welding (SMAW).
Technical vocational education supports sustainable youth employment and national development (Mirjalili, 2022; Terna, 2021). It improves leadership, management, and interpersonal skills (Akpan & Caleb, 2022). It is vital to nation’s development that several studies around the world focused on technical vocational livelihood education. Additionally, many studies presently focus on the competencies and skills development of teachers handling technical vocational education (Antonietti, Cattaneo & Amenduni, 2022; Cattaneo, Antonietti & Rauseo, 2022; Jeffery & Cannon, 2022; Orishev, & Burkhonov, 2021; Yep, Suhaimi & Nasir, 2021).
Suhaimi & Nasir, 2021). Al-Ali (2022) argued that technical vocational education graduates' competencies would be greatly influenced by the competencies of their technical vocational education teachers. Technical vocational teacher competency training includes pedagogical competencies (Lukіianchuk et al., 2021), which is important to maximize curriculum implementation (Prasetyono et al., 2021). Teachers' technical vocational education skills increase their chances of being employed in teaching positions in vocational schools (Mutohhari, Sofyan, & Nurtanto, 2021; Yudiono et al., 2021) but can also motivate the students (Daniyarovna, Istamovich & Ilhom, 2021).
Welding education plays a crucial role in preparing individuals for careers in various industries, ranging from construction to manufacturing. Within the realm of vocational education, welding teachers serve as mentors, imparting not only technical skills but also fostering personal and professional development among their students. Exemplary teachers whose dedications to teaching welding have had left a lasting impact on her students and community.
In recent years, scholars have increasingly recognized the importance of vocational education in addressing the skills gap and promoting economic development (Markowitsch & Hefler, 2020). Welding stands out as a vital component of technical and vocational education and training (TVET) programs worldwide (Tucker, et al., 2019). However, the effectiveness of welding education often hinges on the quality of instruction and the commitment of teachers.
The influence of dedicated vocational educators in Shielded Metal Arc Welding (SMAW) education significantly impacts the learning experiences and outcomes of welding students. Research indicates that educators who demonstrate passion, commitment, and employ innovative teaching methodologies play a pivotal role in shaping student engagement, skill acquisition, and overall success in SMAW education (Markowitsch & Hefler, 2019).
Hence, in depth and regular conduct of instructional supervision to these teachers are implemented for them to be guided in the delivery of the lesson. Instructional supervision is a core aspect of effective school heads with an intentional focus and demonstrated impact on continuous improvement in quality teaching and learning (Education Improvement Research Centre, 2022). At present, the world of supervision in the department of education has evolved as school heads and master teachers play an important and crucial role in instructional supervision as they assist teachers in improving their teaching and learning through the conduct of instructional supervision. They perform quarterly classroom observations, prepare a supervisory plan, give dialogue and discussion through pre- and post- conferences on instructional practices, rate teachers performance, conduct and facilitate trainings, seminars, and workshops, and motivate teachers to attain peak performance and practices (DepEd Memorandum No. 8, s. 2023) to improve learners' academic performance. Hence, it is in this premise that the researcher decided to conduct this study to determine the relationship between the instructional supervision and teachers' instructional competence in Technology-Vocational-Livelihood strand in improving the performance of the students. A proposed instructional supervision plan will be formulated based on the findings of the study.
This study determines the significant relationship between the extent of instructional supervision, teachers' instructional competence and performance of students in Technical-Vocational-Livelihood (TVL) strand of Genaro B. Lureñana National High School, Ormoc District 7, Ormoc City Division. The findings of the study will be the basis for the proposed instructional supervision plan.
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