A TEACHER’S IDEAL INSTRUCTIONAL

SUPERVISOR

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 809-815
Document ID: 2023PEMJ1102
DOI: 10.5281/zenodo.8274923
Manuscript Accepted: 2023-22-8
Psych Educ, 2023, 12: 809-815, Document ID:2023 PEMJ1102, doi:10.5281/zenodo.8274923, ISSN 2822-4353
Research Article

A Teacher’s Ideal Instructional Supervisor

Josephine A. Maghuyop*
For affiliations and correspondence, see the last page.
Abstract
The purpose of this research paper is to explore the perceptions of teachers regarding their ideal
instructional supervisors. Data were collected from a qualitative study of ten teachers from the
different schools in the Division of Pagadian City. The data were collected through semi-structured
interviews and analyzed using a thematic analysis. The results of the study indicated that teachers
perceived their ideal instructional supervisors as somebody who can manage, develop and implement
instructional activities and programs, set and maintain clear goals, understand, be sensitive and aware,
communicate clearly, appropriately, communicate in a timely manner, and communicate to listen.
The results of this study suggest that instructional supervisors should have a strong intellectual
presence, a highly sensitive presence and a rich communicative presence.

Keywords: instructional supervisors, teacher perceptions, instructional supervision

Introduction effectiveness of teachers relies on the support and

Instructional supervision is a continuous and
cooperative process aimed at enhancing the quality of
instruction. Guided instruction involves providing
guidance, assistance, and ideas sharing to support
teachers in improving the classroom learning
environment and the quality of learning (WCSAT -
Instructional Supervision, 2022). In a professional
learning community, instructional leaders with
superior knowledge and skills collaborate to support
their colleagues' professional growth within the school
setting.
Given its significance in schools, especially among
teachers, instructional supervision deserves greater
attention and emphasis. Despite possessing extensive
teaching experience and quality teaching skills, some
teachers may still benefit from the expertise and
guidance of an instructional supervisor. However, it is
essential to acknowledge that instructional supervision
is just one of many responsibilities that school heads
or principals handle. Juggling numerous tasks can
hinder instructional leaders from fulfilling their duties,
including providing adequate support to teachers. As a
result, observation and guidance during instructional
supervision might become rushed and compromised,
only touching the surface of the teacher's performance.
Nonetheless, there are instructional supervisors who
go beyond their obligations to ensure that teachers
consistently deliver quality instruction. These
dedicated supervisors actively support their teachers,
understanding the crucial role they play in facilitating
the success of the educators in their charge.The
guidance provided by instructional supervisors. It is
the responsibility of an instructional supervisor to
support and guide teachers, evaluate their instruction,
and offer feedback and resources. To fulfill these roles
successfully, instructional supervisors should be aware
of the qualities that teachers seek in their ideal
supervisors. Therefore, this study aims to facilitate
supervisors' understanding of the qualities that are
considered effective and acceptable by teachers, and
what is expected of them in their role as managers and
guides.
In this research paper, it aims to explore teachers'
perceptions of their ideal instructional supervisors. The
purpose of this study is to investigate and identify the
qualities deemed essential for an ideal instructional
supervisor as perceived by teachers. By examining
teachers' experiences with supervision, it is hoped to
uncover the qualities that instructional supervisors
need to possess and what approaches work best for
teachers in their pursuit of professional growth and
excellence. Understanding these perspectives will not
only benefit instructional supervisors but also
contribute to the overall improvement of the teaching
and learning process in educational institutions.
Research Questions
The researcher believes that at most points in life,
people love to generate ideas. There are people who
like to make lists of their ideal homes, ideal husbands,
ideal schools, ideal careers, and even their ideal resting
places. Thus, people love to set standards for things in
o r d e r to g a u g e t h e i r e x p e c t a t i o n s or
progress. Therefore, the researcher is interested in

Josephine A. Maghuyop 809/815

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Research Article
finding out what the ideal instructional supervisors are
for the selected teachers in the Division of Pagadian
City based on the number of years they have been
under the supervision of different supervisors. This
study is intended to provide answers to the following
questions.
Grand Tour Question: What are the ideal instructional
supervisors for teachers?
Probing questions:
1. What are the ideal qualities or characters an
instructional supervisor should possess?
2. What are the characteristics or qualities that teachers
dislike in an instructional supervisor?
Literature Review
Instructional Supervision
A recent pilot study conducted by Chen (2018)
examined the possibilities of the principal's
instructional supervision through a classroom
walkthrough (CWT) and classroom lesson observation.
In order to demonstrate the principal's emphasis on
curriculum and teaching, the CWT and classroom
observations are useful tools for quick and systematic
data collection. In his study, the benefits of CWT and
classroom observation are indicated as follows: (1) an
instructional supervisor become more familiar with the
teachers’ pedagogical practices; (2) a team atmosphere
develops as teachers and the instructional supervisor
examine instruction and student motivation and
achievement; (3) these instructional supervisors
establish themselves as campus leaders and
instructional mentors, influencing teaching, learning,
and ongoing school renewal; and (4) students see that
both the school head, being the instructional
supervisor, and the teachers value and observe
instruction and learning.
According to Chen's (2018) study, principals'
instructional supervision focuses primarily on
encouraging teachers to reflect on their actions and
promoting school improvement through professional
development. Teachers' professional development and
improvement of teaching processes are supervised by
school-based supervisors (principals, administrators,
master teachers, and observers) in order to provide
supervision, support, and continuity assessments. The
reason for this is that instructional supervision
enhances teachers' professional knowledge and
facilitates the effective delivery of classroom
instruction. As this study would like to highlight
Josephine A. Maghuyop
Chen's (2018) claims that instructional supervision
aims to: (1) provide objective feedback to teachers; (2)
diagnose and solve teaching problems; (3) help
teachers develop strategies and skills; (4) evaluate
teachers for promotion or appointment; and (5) assist
teachers in maintaining a positive attitude.
Role of Instructional Supervisors
Nebor (2022) argues that instructional leadership is an
important role of supervisors. In his study, he
advocated that supervisors lead other teachers in
instruction so that they may be as effective as possible.
Additionally, they should assist teachers in developing
and implementing an effective instructional plan. It is
true that the complexity of teaching requires more
assistance from supervisors, which increases the
complexity of the leadership role. However,
supervisors must adapt their leadership style to meet
the needs of their teachers and the particular
environment rather than practicing a normative
approach. In addition, they must develop solutions for
each individual problem as it arises rather than using
"prefabricated" solutions. As part of the school's
instructional program, supervisors are expected to
actively evaluate the program and work with teachers
so that the best results can be achieved for students.
The instructional leader contributes to the
improvement of the quality of instruction by fostering
professional development for all teachers. In addition
to maintaining a good working relationship with their
employees, supervisors should be flexible enough to
deal with situations as they arise. They should, for
example, take into account teacher input; assist
teachers in their job; listen to and empathize with
teachers regarding their problems; facilitate
communication; and alleviate anxiety among teachers.
Ideally, good supervisors are original, popular,
sociable, capable of making good judgments, have a
sense of humor, have a cooperative attitude, and have
the ability to inspire trust; however, the primary
objective should be to improve instruction (Nebor,
2022).
Methodology
A major objective of this chapter is to present the
relevant literature and studies the researcher
considered when preparing the claim and significance
of the present study.
Research Design
To analyze the experiences and perceptions of the
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Research Article
p a r ti c i p a n t s in this stu d y , a q u alita tiv e
phenomenological research design was used. In order
to make sense of the experiences of the participants,
the researcher decided to employ a phenomenological
research design. This design assumes that people use a
universal structure or essence in order to make sense
of their experiences. Participants' feelings, perceptions,
and beliefs are analyzed in order to clarify the essence
of the phenomenon being investigated (Delve, 2022).
Research using a phenomenological design requires
that the researcher bracket any assumptions they may
have about the experience or phenomenon at hand.
The purpose of phenomenological research designs,
according to Delve (2022), is to discover the universal
nature of a phenomenon by exploring the perspectives
of those who have experienced it. An approach such as
this is popularly used to study lived experience, better
understand how humans think, and expand a
researcher's knowledge about a topic. Considering that
this study strives to achieve an understanding of what
a teacher's ideal instructional supervisor is,
phenomenological design is a more feasible and
effective method. 13
Research Locale and Participants
This study was conducted using a select group of
teachers incoming from the Division of Pagadian City,
Zamboanga del Sur. All of these teachers come from
different schools. It is significant to note that some of
these teachers have worked under one or two similar
instructional supervisors. This is due to the fact that
the Division of Pagadian City rotates its instructional
supervisors every three years. There is a diversity of
age group, gender, teaching grade level, and teaching
experience among these teachers as well.
Research Instruments
The ten teachers selected for this study were from
different schools in the Division of Pagadian City.
After obtaining permission from the school's Division
Superintendent, the researcher personally visited and
interviewed the participants. After speaking with them
for more than an hour, the researcher ensured that all
the necessary information was gathered for the study.
Data Gathering Procedure
The researcher requested an interview with these ten
teachers participants through a letter to the
Superintendent of the Division of Pagadian City. The
researcher prepared the necessary materials for data
collection after receiving approval from the SDS. In
addition, participants were informed of their scheduled
Josephine A. Maghuyop
appointments in order to avoid conflicts and to arrange
their schedules according to their free time. 14 A
questionnaire was prepared and designed as part of this
study. The researcher conducted an interview after
preparing the questionnaire and selecting the
participants. These teachers were very willing to share
their perceptions and experiences in regards to their
ideal instructional supervisor. Following the collection
of data, the researcher had the opportunity to convert it
into a more meaningful form that could be analyzed
further. Using a phenomenological methodology, the
study describes the participants' lived experiences and
perceptions as they describe their ideal instructional
supervisors, both negative and positive.
Explicitation of the Data
This study aims to identify the perceptions and
experiences of ten teachers regarding their ideal
instructional supervisor. Based on their collective
experiences, this study aims to gain a deeper
understanding of how they describe, picture, and enjoy
the supposed positive and negative qualities,
characteristics, and even skills of their ideal
instructional supervisors. An audio recording and field
notes were taken during the interview. Field notes are
crucial to qualitative research, because they require
discipline and comprehensive documentation after
each interview (Groenwald, 2019). This first step in
analyzing the data has been completed by bracketing
and phenomenologically reducing the data collected
from the participants. In order to gain a comprehensive
understanding of the participants' experiences and
perceptions, the researcher read the memos and
listened to the audio recordings repeatedly. In order to
delineate the meaning units, the researcher identifies
them. At this stage, researchers make substantial
judgments while consciously 15 bracketing their
presuppositions. During the process of extracting
relevant meaning from each interview, a carefully
scrutinized list of units of meaning is produced
(Moustakas, 1994). To accomplish this, the researcher
examines the literal content, the frequency with which
meanings are mentioned, and the manner in which
they are expressed. The researcher groups non-
redundant meaning units into themes after identifying
non-redundant meaning units. A cluster of themes is
generally formed by grouping units of meaning
together. As soon as the researcher has identified
significant topics, also known as significance
(Cresswell, 1998), the researcher discovered
significant topics. The researcher summarized,
validated, and modified each interview at the
conclusion of the research process.
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Research Article
Ethical Considerations
A number of ethical considerations were taken into
account during the conduct of this study. The process
included considerations of anonymity, confidentiality,
and informed consent. During the course of the
research, the researcher did not collect any information
that could be used to identify an individual participant.
In the absence of names, addresses, emails, or other
identifying information of the participants, the
researcher is unable to link individual responses to
specific participants. Finally, the researcher ensured
that no one was forced to participate in the study. The
participants were informed in advance that they were
free to participate in this study if they provided full
details about the implications of participating and their
consent was obtained. For the purpose of
distinguishing between these ten teachers, teachers A,
B, C, and so on were used. The order of the interviews
was determined by the order in which they were
conducted.
Results and Discussion
As a result of the in-depth interviews conducted
between ten teachers from various schools within the
Division of Pagadian City, this chapter presents a
summary of the findings and analyses as a result of the
interviews. In order to gain a more in-depth
understanding of their experiences during the study,
this chapter provides a brief summary of the findings
and analyses.
The study was able to generate three themes, which are
considered “The Presence”. These three themes were
derived from the responses of those who participated
in the study. The following are noted as, First
Presence: "A Strong Intellectual Presence"; Second
Presence: "A Highly Sensitive Presence"; and Third
Presence: “A Rich Communicative Presence”.
From the generalization of the teachers' narratives
based on their experiences and perceptions of their
ideal instructional supervisors, the results of the theme
of "The Presence" were generated.
The researcher applied a phenomenological approach
to unravel the depth of the experiences and perceptions
of ten teachers regarding their ideal instructional
supervisors. In order to illustrate the experiences and
perceptions of the participants, direct quotes from the
interview transcripts are provided throughout the
study. This quote is relevant to the occurrence of the
phenomenon that is the subject of the study. A key
Josephine A. Maghuyop
point to note is that the participants are coded as
"Teacher A, B, C, etc". Most of the questions asked to
these teachers relate to their idea of a perfect and
standard instructional supervisor. This is accompanied
by a small amount of preparation and a certain degree
of outcome. 17 From the experiences and perceptions
of these teachers, three presences were derived.
First Presence: “A Strong Intellectual Presence”
Teachers' responses usually revolve around the
creation of this theme, where they emphasize that a
knowledgeable instructional supervisor is a person
who "manages the instruction and learning process"
that takes place in an educational setting. This
individual is "in charge of developing and
implementing instructional strategies and activities,
evaluating student learning, and providing professional
development for teachers and staff". The supervisor is
also responsible for “setting clear expectations and
providing support to ensure high standards of
education for all students".
Manage. Teachers in this study all agree that their
ideal instructional supervisor is someone who is
knowledgeable and intellectual at managing the
instruction and learning process that takes place in
educational settings. The following are their
statements:
“In my opinion, an instructional supervisor must
possess the knowledge necessary to manage,
recognize, and address any instructional challenges
that may arise. Though it may seem ideal, which is the
purpose of this study, he or she needs to know how we
can bridge curriculum gaps and classroom 18
resources. This is especially true since we just
recovered from a pandemic.”. (Teacher A)
“My ideal instructional supervisor would manage and
collaborate with us teachers and staff to develop
strategies to deal with school issues. Problemsolving
skills are essential, not somebody who's in it for the
money.” (Teacher E)
“As a teacher, my ideal instructional supervisor would
be skilled at managing and refining wrong
instructional practices so that we are really effective at
meeting the needs of all students. Besides that, they
should provide us with MOOE materials to help us
become effective teachers.” (Teacher I)
“The ideal instructional supervisor is someone who
knows how to manage and set clear expectations so
that learners get a quality education.” (Teacher J)
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Develop and implement. The ideal instructional
supervisor is someone who is able to develop and
implement different activities in order to solve the
underlying problems in the classroom. The following
are the responses from the teachers.
“As far as I'm concerned, an ideal instructional
supervisor is someone who's familiar with all kinds of
theories and practices, so he or she can himself or
herself come up with programs and activities that are
timely and needed by students, teachers, and the
school.”. (Teacher B)
"I'd like a supervisor who knows a lot about
technology and differentiated instruction. Her
knowledge then goes into developing teachers
professionally and personally... and she implements
instructional strategies and activities that help us
teachers assess the student's progress better.” (Teacher
F)
Set and maintain. Any successful educational setting
requires a knowledgeable instructional supervisor. As
a teacher, it is essential to set and maintain clear
expectations for both students and staff. Students feel
more secure and understand their responsibilities when
they are provided with clear expectations in the
classroom. Moreover, they provide a sense of
accountability for both students and teachers, enabling
both to take responsibility for their own learning and
performance.
“To begin with, a supervisor who fully understands
how to set clear expectations would assist in resolving
or avoiding school problems by clarifying what is
expected and accepted within the school and
maintaining school peace. This will make students and
teachers less confused. The ideal instructional
supervisor knows how to deal with teachers and
students in general.” (Teacher C)
“Also, I'd like a supervisor who can set clear
expectations and hold students and teachers
accountable. I've had this supervisor before and he's
set high standards for academics and behavior. That
way, everyone knows what's expected of them.
Maintaining our performance keeps us on track with
the organization's goals.” (Teacher D)
“It's ideal if this supervisor sets clear expectations
every time, so that disruption among teachers is
minimized. It also helps us teachers be organized and
on time. Our previous instructional supervisor didn't
know enough, it was a mess.” (Teacher G)
“I want an instructional supervisor who's
Josephine A. Maghuyop
knowledgeable. In order to establish a sense of
structure, he or she should be able to set and maintain
clear expectations. Someone who knows how to
respect and organize should be the one.” (Teacher H)
Second Presence: “A Highly Sensitive Presence”
It is imperative for instructional supervisors to pay
close attention to the needs of teachers for a variety of
reasons. The participants in this study agreed that
instructional supervisors are responsible for ensuring
that teachers are teaching the curriculum in a manner
that meets the standards and expectations set by the
school and the organization (which is the Department
of Education for most of the participants). To achieve
this, instructional supervisors must "understand" the
teachers' needs in order to provide them with the
appropriate possible support, as well as recognize and
be "sensitive" to their needs and “aware” of the school
environment.
Understand. There is no doubt that teachers have a
unique and often challenging job. In addition to
teaching students new materials that are interesting
and motivating, teachers are also responsible for
managing classrooms, disciplining students, and
ensuring a safe learning environment. Instructional
supervisors should recognize the stress and overwhelm
this can cause for their teachers and be really
understanding to them. It is extremely crucial that
instructional supervisors recognize the workload of
teachers and provide additional resources and
assistance when necessary. The following are the
sentiments of the teachers:
“Nowadays, teaching is no longer the sole
responsibility of a teacher. It's crazy how much work
we have now. Because of all the reports, we have
become office workers. Besides that, we teach and
make lessons fun. It would be great to have an
understanding instructional supervisor, one who
understands a teacher's job and can be a little loose
with little things.” (Teacher G)
“I've been in the service for quite a while now, and I've
noticed that understanding instructional supervisors
can support not just teachers, but the whole school.
They can easily tell which teachers are under a lot of
pressure, whether it's personal or home problems.
Instructional supervisors can uplift struggling teachers
if they see beyond and deeply”. (Teacher I)
“I'd like to work with a supervisor who understands.
Leaders who are understanding can really create a
positive work environment. It's because when an
instructional supervisor is understanding, he or she can
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see the teachers' struggles and successes. In addition,
understanding can help these teachers feel appreciated
and respected, and I think that will have a positive
impact on student outcomes.”. (Teacher E)
“For me, I'd appreciate an understanding instructional
supervisor who can facilitate growth and development.
When they sit in the classroom, they should be able to
provide meaningful feedback to us teachers to improve
our skills and competencies and not to downgrade us
even more. They should be understanding enough to
know that we can turn our weaknesses to strengths”.
(Teacher F)
Sensitive and Aware. In addition to being
understanding, most of the participants noted that a
sensitive instructional supervisor is one of their ideal
characteristics. It can be deduced from their
experiences and narrative that a sensitive instructional
supervisor is someone who knows that each teachers
are different and has their own individual weaknesses
and strengths.
“I really respect instructional supervisors who are
sensitive enough to see teachers' emotional needs.
Almost all the instructional supervisors I've worked
with are like this. Although I'm in a terrible financial
situation, I can't afford to buy expensive rewards and
motivational props during demonstrations, but they're
understanding. Many of them offered help, and some
recognized the hard work I put in. It is really
touching.” (Teacher B)
“I think instructional supervisors should be sensitive to
teachers' needs. Like for example, they should
recognize the teacher’s needs, be attentive to their
working loads, and maybe empathize when a teacher
opens up something personal. Often, we find teachers
less motivated at work because they have a lot on their
plate. Instead of scolding them, they should be more
sympathizing.” (Teacher E)
“All of us know how important these instructional
supervisors are in the education system since they are
the leaders. Teachers have to be trained and supported
by instructional leaders as part of their job”. (Teacher
C)
“My ideal instructional supervisor would be like us,
teachers. No matter what we're doing, we know what's
going on in the classroom. That's what an instructional
supervisor should be. They're sensitive and know
what's going on. The budget shouldn't be put at risk by
projects they know are hard to get. Definitely aware of
what needs immediate help, is it the teachers, some
DepEd programs…” (Teacher J)
Josephine A. Maghuyop
Third Presence: “A Rich Communicative Presence”
An instructional supervisor must be able to
communicate effectively. It is implied by the teacher
participants that good communication involves not
only being eloquent in their use of words, but also
“kno wing the app rop riate words to use”,
“communicating in a timely manner”, and “listening
beyond what is spoken”. When teachers are unable to
express themselves verbally, an ideal instructional
supervisor should be someone who is able to convey
meaning through actions or gestures. This results in a
rich communicative presence. The following are the
noted narratives of some participants.
Communicate clearly and appropriately. Participants
who expressed commonality in response to this theme
agreed that the ability to communicate effectively is
crucial.
“As far as I am concerned, another ideal characteristic
of an ideal instructional supervisor is the ability to
communicate effectively with us teachers. A lot of
instructional supervisors want to connect with their
teachers, but they can't. Why? They joke about things
that aren't appropriate. Most of the time, they make fun
of teachers' struggles and don't understand what they're
trying to say. There can be a lot of misunderstandings
because of this. Relationships at work fail because of
misunderstandings”. (Teacher F)
“In their role as instructional supervisors, they should
be able to communicate their expectations clearly. It
would be great if they shared their goals with us so if
there are challenges for us teachers, we can correct
them immediately, and if not, we can explain why it
can't be done.” (Teacher B)
“I think the ideal instructional supervisor should be
able to explain things clearly and in an appropriate
way, especially when it comes to new trends in
education. It's their job to relay the newest trends to us,
so they shouldn't sound condescending by saying we
haven't been informed. Sometimes it's just how you
say things.” (Teacher H)
Communicate in a timely manner. In discussions with
participants, some participants expressed the
importance of a supervisor's capability to
communicate timely. Consequently, tasks should be
relayed and feedback provided in a timely manner.
“There are times when instructional supervisors assign
tasks on the day of submission. Communicating late is
something instructional supervisors should avoid.
They should send the memos to us teachers right away
if they don't have time to read the memos. We can
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translate the tasks for them so we could submit timely.
It's really rampant in the system”. (Teacher E)
“I've been under three instructional supervisors, and
one thing I've noticed is that those who communicate
on time is better. We teachers get blamed because
some tasks aren't easy to make, and failing to relay
them on time impacts the school's performance.”
(Teacher D)
“The ideal instructional supervisor would be someone
who could provide me with feedback on my classroom
demonstrations in a timely manner. I get that some of
them are busy, but most instructional supervisors take
too long. It's important to get feedback on our
weaknesses so we can improve. I love hearing the
results of my work”. (Teacher A)
Communicate to listen. Some participants noted that
expressing oneself verbally is not the only aspect of
communication that matters. As an instructional
supervisor, they should be able to listen beyond the
words that are being spoken.
“I once had an instructional supervisor who was
checking my lesson plan demonstration. It turned out I
was using a method wrong. They didn’t criticize. They
just listened intently and gave me suggestions right
away. Then they showed me an example of that lesson
plan so I realized where I went wrong. Instead of
trampling over the work I put into making that, they
just offered help".”. (Teacher J)
“I want a supervisor who's communicative and listens
to me. Our actions should be understood, whether
we're mad, happy, or upset. Ideally, they'd be someone
who could encourage and help their teachers. (Teacher
C)
Reflecting on the entire writing process of this paper, it
becomes evident that the experiences and perceptions
of these ten teachers have shaped what they consider
to be the ideal instructional supervisor. Some of the
results are based on comparisons between the
instructional supervisors they have worked with and
some are simply characteristics of what they would
like to have as an instructional supervisor. The
majority of them used positive characteristics and
qualities. There weren't many negative qualities
mentioned by the participants.
Therefore, an ideal supervisor should be felt in the
following presence: First Presence: "A Strong
Intellectual Presence"; Second Presence: "A Highly
Sensitive Presence"; and Third Presence: "A Rich
Josephine A. Maghuyop
Communicative Presence".
Conclusion
In conclusion, the purpose of this study is to convey
the message that ideal instructional supervisors may
exist. The ideal instructional supervisor is a standard
that can be achieved through hard work, passion, and
dedication. Thus, setting standards in the selection
process for instructional supervisors is of the utmost
importance. The goal is to ensure that only qualified
and productive candidates are hired, and that the
quality of education, as well as the quality of teaching,
will not be compromised. As outlined in this study, the
ideal instructional supervisor demonstrates all of the
positive values necessary for creating a positive
learning environment for both students and staff. A
school can expect to have a culture of excellence and
achievement if the ideal instructional supervisors are
present.
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Affiliations and Corresponding Information
Josephine A. Maghuyop
• Department of Education – Philippines
• Lasalle University Ozamiz - Philippines
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