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Research - An Exploration on School Heads

Research - An Exploration on School Heads
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     An Exploration on School Heads’ Instructional Supervisory Practices  as Perceived by Supervisors: An Input to Program Implementation  A Basic Research Presented to The Division Research Team Division of Misamis Oriental ERLINDA G. DAEL Chief Education Supervisor October 2017     APPROVAL SHEET  A Basic Research entitled An Exploration on School Heads’ Instructional Supervisory Practices as Perceived by the Supervisors: An Input to Program Implementation prepared and submitted by Erlinda G. Dael Is hereby recommended for acceptance and approval LINDO M. CAYADONG IRISH KARYLLE D. MONTE Member Member DANNY A. ASIO VIVIAN D. TUAZON Member Member RUDY O. MAGDUGO ERLINDA G. DAEL Co-chairman Chairman Recommending Approval: JEAN G. VELOSO  Assistant Schools Division Superintendent  Approved: CHERRY MAE L. LIMBACO, CESO V Schools Division Superintendent     ABSTRACT One of the major roles and most challenging tasks of school heads is instructional supervision. It is for this concept that this study aimed to establish the school head’s best practices and practices to be improved in conducting instructional supervision. The findings of this study were intended to design a program to improve instructional supervision practices. Three research objectives guided this present study: best practices of school heads in conducting instructional supervision, school heads’ practices to be improved, and the programs to be implemented to improve instructional supervision practices in DepEd, Division of Misamis Oriental. The researcher used descriptive research design. The data were gathered from the observation reports of the 31 supervisors, Public Schools District Supervisors and Education Program Supervisors, who were purposively chosen as the respondents of the study. The data collected were both quantitative and qualitative. Descriptive statistics were used to analyze quantitative data using frequencies and percentages.   The data revealed that the best instructional supervision practices of school heads are as follows: first, show good rapport (6 or 19.34 %), followed by submit and implemented instructional supervisory plan regularly and possess good facilitating skills (pre & post observation) (5 or 16.13 %), give technical assistance and positive feedback ( 4 or 12.90 %), proficient in processing idea (3 or 9.7 %), monitor students’ attendance and improve school landscaping or learning environment (2 or 6.45%). The least number (1 or 3.22%) of best practices are asking thought provoking questions during the conference, note important details during class observation  proper and conduct instructional supervision regularly. This is an indication that “showing good rapport” got more occurrence than the other practices of school heads. This means that school heads developed and sustained positive relationships with teachers at all time and at all levels, making them feel valued and involved which further showed that instructional supervision is a non- threatening activity in school. They demonstrated concern for the professional and personal wellbeing of the teachers. Good working relationship within the school is important for attaining school’s goals and objectives. Furthermore, data revealed that school head’s instructional supervision that need to be improved are as follows: first, CRISS supervision procedure or competence in the supervision process (6 or 19.35%), followed by giving of technical assistance on lesson planning and guiding teachers to determine their strengths and weaknesses (5 or 16.13%),assessing teacher’s  performance ( 4 or 12.90%), manner of asking thought-provoking questions, utilization of evaluation result and giving technical assistance on classroom management and discipline (3 or 9.68%). The least number practice to be improved is time management in processing the post observation conference (2 or 6.45%). It can be concluded that school heads got low rate of recurrence in the area on the asking of thought-provoking questions during the conference, shows respect on teacher’s views, conduct   of instructional supervision regularly and note down important details during class observation. School heads need to improve the  practices on Criterion-Referenced Instructional Supervision (CRISS) procedure or competence in the supervision process and giving of technical assistance on lesson  planning and guiding teachers to determine   their strengths and weaknesses. This is an indication that most of the school heads are no longer so familiar with the CRISS as one of the most effective tools/instruments in observing classes, instead they are inclined to use Situation-Task-Action-Result (STAR) observation technique.    Finally,   it is recommended that the Division would implement School Head’s Induction Program, Regular Conduct of CRISS, and Regular LAC for Supervisors. It is also advised that school heads should carry out focused instructional supervision through clinical supervision practices, and that this research could be replicated in wider scope   Key Words: Instructional Supervision Practices    I. BACKGROUND OF THE STUDY Introduction Supervision, as a field of educational practice with clearly delineated roles and responsibilities, did not fall from the sky fully formed. Rather, supervision emerged slowly as a distinct practice, always in relation to the institutional, academic, cultural, and professional dynamics that have historically generated the complex agenda of schooling (Sergiovanni & Starrat 2002). The main purpose of supervision is to improve instruction in order to enhance students’  learning. This is a leadership function that is accomplished in response to academic goals and personal growth needs of those involved. To carry out this task, the instructional leader continuously looks for ways to assist teachers in doing their classroom tasks better. Supervision is viewed as a process of facilitating the professional growth of a teacher, primarily by giving the teacher feedback about classroom interactions and helping the teacher makes use of that feedback in order to make teaching more effective (Glatthorn, 1984). In this light, supervision broadly refers to the professional guidance and support provided by the school heads and supervisors. Hence, school heads are expected to extend assistance to the teachers to help them do their functions efficiently and effectively. The reasons for conducting supervision will vary depending on the area the supervisors focus on. Supervision can be directed at two possible areas that relate to classroom teachers. Supervision can be directed to management of the environment in which the teacher is operating in the classroom and it can be directed to teachers as a professional operating in the classroom. In both of these situations, supervision ensures that the professional environment is supportive to the teaching and learning
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