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    Instructional Supervisory Practices

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    Mildred Allawi

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    Instructional Supervisory Practices

    Uploaded by

    Mildred Allawi
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    2 views11 pages

    Instructional Supervisory Practices

    Uploaded by

    Mildred Allawi

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 11

    The Instructional Supervisory Practices of School Heads

    In Paracelis North District,Paracelis Mountain Province


    MILDRED S.ALLAWI (MAED-I)

    Chapter I

    INTRODUCTION

    Background of the Study

    Instructional supervision is the work of ensuring the


    implementation of the educational mission of a school by
    overseeing,equipping, and empowering teachers to provide
    meaningful learning experiences for students.this important work
    requires facilitating collaborative strategic planning that
    involves all stakeholder,including parents,board members,
    teachers,administrative staff and support staff.during this
    strategicplanning,SMARTgoals(specific,measurable,attainable,resul
    t-oriented,timely)should be developed. Then, professional support
    training that aligns with the clearly identified S.M.A.R.T. goals
    should be implemented. An instructional supervisor should conduct
    frequent observations of classroom instruction and provide
    feedback about instructional practices and its impact on
    students. A strong instructional supervisor will not only look
    for teacher evidence of best practice but also for students
    evidence of best practice. for example,an instructional
    supervisor might note that the teacher is implementing the best
    practice of organizing students into small groups for
    collaborative work, but if those students are conversing about an
    off-task topic ,the groups are ineffective.

    Effective instructional supervision also necessitates


    prioritization of research and study into new discoveries
    surrounding best practice,and fostering growth mindset in
    educators,students,and families. As an instructional supervisor
    learns of research-based best practices,it is crucial that he or
    she shares that information with teachers in a form that can be
    quickly digested and applied in the classroom in a practical
    way.a successful instructional supervisor will foster a culture
    of openness and growth so they everyone believes they can always
    learn more and grow more,and feel comfortable living out that
    belief.

    The School Heads or leader of the building should serve as


    instructional leader and supervisor.however,other administrative
    and leadership team members can also serve this role,including
    but not limited to such position titles as instructional
    guide,dean of academics,lead leader,or instructonal coach.it is
    important to have an instuctional supervisor because we need to
    invest in educators like we do other professionals. Teacher
    benefits from an outside perspective on their practice and glean
    ideas for better instruction from the feedback of an
    instructional supervisor. In the end,instructional supervision
    who can dig deeply into data about students results and help
    teachers translate that data into strengths and weaknesses for
    ongoing improvement of instruction that possively impact all
    students.

    However, this study was motivated by the fact that if


    qualitative education is seriously desired in public secondary
    schools, instructional supervisory practices of school heads and
    teachers’ role effectiveness (lesson presentation and use of
    instructional materials) have to be accorded high priority.
    Instructional supervisory practices help the school heads assist
    in improving classroom instructions because teachers are made
    more competent and efficient, parents will be satisfied with the
    performance of their children.

    Purpose of the Study

    The main purpose of this study to interpret/determine the level


    of Instructional supervisory practices of school heads in
    Paracelis North District,Paracelis, Mountain Province.
    OBJECTIVES:

    1.1 To find if there are significant differences variables in the


    instructional supervisory practices of school heads in Paracelis
    North District

    1.2 There are no significant differences in the instructional


    supervisory practices of school along heads towards the teachers
    in Paracelis North District

    Chapter II

    Review of Related Literature

    This study examined the adequacy with which instruction is being


    supervised, the quality of interpersonal relationships between
    school heads and teachers suggestions for improving the
    instructional supervision in Paracelis North District.the sample
    consisted of 33 teachers in Paracelis North
    District,Paracelis,Mountain Province.frequency,percentage and
    mean were used to compute and analyzed data collected.the study
    found out thst the extent of implementation of instuctional
    supervision as perceived by the experienced teachers was More
    Practiced in terms of the following aspects: concept and purpose
    of instructional supervision,planning and preparations for
    instructional supervision, and organization and implementation of
    instructional supervision, and satisfaction with and evaluation
    of instructional supervision.
    Findings indicated that instructional supervision
    was viewed as a process of checking other people’s work to ensure
    that bureaucratic regulations
    and procedures are followed and that loyalty to the higher
    authorities is maintained. The benefits
    of supervision practices included facilitating students’ academic
    performance, improving the quality
    of teachers and teaching, and enabling instructional supervisors
    to monitor teachers’ instructional
    work.(Oyondi, n.d.)

    The growing multicultural nature of education and training


    environments makes it critical that instructors and
    instructional designers, especially those working in online
    learning environments, develop skills to deliver culturally
    sensitive and culturally adaptive instruction. This article
    explores research into cultural differences to identify those
    dimensions of culture that are most likely to impact
    instructional situations.(Parrish & Linder-vanberschot, 2010)

    Methodology

    The study was correlational and data was collected through survey
    because it helps to obtain information about the
    occurrence,distribution, and interralation of variables within a
    population where data are usually gathered through self-
    reporting(Polit and Beck,2010)this was in line with the purpose
    of the study with sought to determine the instructional
    supervisory practices of schools head and teachers in Paracelis
    North District.the quantitative approach which involveds
    statistical analysis and relies numerical evidence to examine
    relationships between variables and draw conclusions(Burns and
    Grove,2011) was employed because the study sought to investigate
    the relationships between the school’s head and practices and the
    teachers.the population for the study considered of all school
    head and teachers in Public School in Paracelis North
    District,Paracelis,Mountain Province.and the target population,
    made up of school head and teachers who had worked in their
    present schools.the target population was 33 composing 4 males
    and 29 female respondents.

    Statement of the Problem

    Instructional supervision is a component of general supervision


    which educational supervisors are supposed to carry out in
    learning institutions. It’s primary function is the improvement
    of instruction. It is aimed at enhancing teaching and
    learning.the aim of this research therefore was to investigate
    the instructional supervisory practices used by secondary and
    primary schools in Paracelis North District. It sought to find
    out the academic and professional qualifications and training of
    such supervisions, the extend of their involvement in carrying
    out clinical supervision were adequate, their attendance of in-
    service courses,the teachers attitude towards school supervision
    and to determine the relationship between instructional
    supervision and performance of of secondary schools in national
    examinations.

    Population of the Study


    Part I. Respondent’s Profile

    Name of Schools ( Paracelis North District)

    Paracelis North District

    Schools Male Female

    Catao Elementary school 1 9

    Makilo Elementary School 0 10

    Makilo ES Pasaging 0 2
    Extension

    Buringal NHS 3 8

    Total 4 29

     The table 1.1 shows that out of 33 respondents there are


    only 4 male teachers of paracelis North District and the
    rest 29 respondents are female teachers.

    Length of Service

    Length of Service Frequency Percentage

    1-10 years 25 76%

    11-20 years 5 15%

    21-30 years 3 9%

    31 years and above 0 0%

    Total 33 100%
     In table 1.2 shows the distribution of respondents according
    to length of service ,that most of the respondents majority
    are 1-10 years in service having 76% are young and new
    employees, while only 15% respondents are in 11-20 years in
    service and in 21-30 years there are only 9% respondents in
    service .

    EDUCATIONAL ATTAINMENT

    Educational Frequency Percentage


    Attainment

    Bachelor’s Degree 20 61%

    Master’s Degree 11 33%

    Doctors degree 2 6%

    Total 33 100 %

     The table 1.3 shows that most of the respondents are


    bachelor’s degree graduates having 61% and there are 33%
    respondents are having /earning their Master’s degree in
    different Universities in Cordillera to equiped more
    knowledge and improve their skills and only 6% finished
    their doctorate degree last 2015-2016.

    Part II.INSTRUCTIONAL SUPERVISORY PRACTICES OF SCHOOL HEAD

    MUP MOP LP Mean Description

    THE SCHOOL HEAD IS: (3) (2) (1)

    2.60-3.39 1.80- 1.00-1.79


    2.59
    Suggesting to 25 5 3 2.66 MUP
    teachers how they
    should teach

    Inspecting teachers 20 10 3 2.52 MOP


    instructional
    practices for errors

    Helping teachers fid 30 2 1 2.88 MUP


    solutions to
    problems they
    encounter in their
    instructional
    practices

    Readily availing 23 5 5 2.55 M0P


    himself/herself for
    advice and
    instructional
    support

    Evaluating teachers 27 2 4 2.7 M0P


    classroom
    instructional
    practices

    Assessing teachers 18 8 7 2.33 M0P


    content knowledge

    Ensuring that 8 15 5 1.79 LP


    teacher sake good
    use of instructional
    time

    Engaging teachers in 17 12 4 2.39 M0P


    mutual dialogue
    about ways to
    improve teaching

    Offering useful 25 6 2 2.7 M0P


    suggestions to
    improve
    instructional
    practices

    Praising teachers 17 10 6 2.33 MOP


    for specific
    teaching behavior,

    Ensuring that 15 15 3 2.36 MOP


    teachers have
    adequate teaching-
    learning materials
    to teach

    Providing teachers 13 10 10 2.1 MOP


    with articles on
    research findings
    about instutution

    Demonstrating 25 6 2 2.7 M0P


    teaching techniques

    Formally observing 15 15 3 2.36 MOP


    teaching and
    learning

    Conferencing with 28 4 1 2.90 MUP


    teachers to plan for
    lesson observations

    Providing objective 23 7 3 2.45 MUP


    feedback about
    classroom
    observation

    Encouraging teachers 26 5 2 2.72 MUP


    to observe other
    teachers classrooms

    Establishing open 24 5 4 2.60 MUP


    and trusting
    relationship with
    teachers

    Treating teachers 30 2 1 2.88 MUP


    with a sense of
    caring and respect

    Total Average Mean 2.40 MOP

    Implications and Corroborations of Indicators with highest Mean


    Score

    A. Instructional Practices of School Heads in Parecelis


    North District,Paracelis,Mountain kkProvince provide,
    support, and guidance in establishing best practices in
    teaching. School heads employing this model of leadership
    communicate with their staff and together set clear goals
    related to student achievement.Good instructional
    practices of school heads requires effective management.
    Effective school heads are also effective managers to
    protect and prioritize instructional time and their
    vision of teaching and learning at the forefront of
    school’s purpose. effective instructional leadership
    designs and implements system and processes that are
    always focused on students achievement.

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