Gretchen S. Cabildo
Banglayan Elementary School, Banglayan, Narvacan, Ilocos Sur, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i03-59Google Scholar Download Pdf
ABSTRACT:
This study aimed to develop a school-based instructional supervision guide for elementary school heads in the Schools Division of Ilocos Sur, focusing on improving teaching and learning practices. The study assessed the extent of instructional supervision in areas such as implementing learning standards, teaching methods, teacher performance feedback, learner achievement, and school environment. It also identified challenges faced by school heads, including deficits in knowledge and skills, time constraints, and teacher resistance. Using a random-purposive sampling method, 115 school heads from the 2nd legislative district participated in the study. Data were gathered through an online survey and analyzed using statistical tools such as weighted mean, one-way ANOVA, and Spearman's correlation. The findings revealed that school heads practiced instructional supervision "often," with the highest ratings in areas such as learner achievement and learning environment, while areas like career awareness and learner discipline received lower ratings. The degree of challenges encountered was found to be "serious," with time constraints and teacher resistance being the most significant challenges. A significant correlation was found between the extent of instructional supervision and the challenges faced by school heads. Based on these findings, the study concludes that targeted professional development programs, innovative scheduling strategies, and greater teacher collaboration are needed. It recommends the development of a comprehensive instructional supervision guide to address these challenges, improve teaching practices, and ultimately enhance student outcomes.
KEYWORDS:instructional supervision, school leadership, professional development, educational challenges, teacher feedback
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Volume 08 Issue 03 March 2025
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