SUPERVISORY PRACTICES OF SCHOOL HEADS:

TEACHERS’ PERSPECTIVES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 466-476
Document ID: 2023PEMJ1268
DOI: 10.5281/zenodo.8437330
Manuscript Accepted: 2023-12-10
Psych Educ, 2023, 14: 466-476, Document ID:2023 PEMJ1268, doi:10.5281/zenodo.8437330, ISSN 2822-4353
Research Article

Supervisory Practices of School Heads: Teachers’ Perspectives

Lenabel C. Catcalin*
For affiliations and correspondence, see the last page.
Abstract
Discovering the best practices of Buug District Secondary Schools was the primary purpose of this study. This
qualitative study employed the phenomenological research design following Moustakas' (1994) principles of
reasoning and analyzing the data. The entire methodology is anchored with both Constructionist and
Interpretivist paradigms of research to have a plausible direction on how participants will construct meaning
from personal experiences on supervisory practices. An in-depth interview was the only method used for
gathering the data needed in the study, with the 10 proficient teachers (T-I to T-III) of Five Secondary Schools
of Buug District as participants. There were 6 major themes emerged in the data analysis, (1) Checking of daily
lesson log, (2) observing classes, (3) mentoring and coaching, (4) checking teachers' punctuality and attendance
(5) supporting instructional materials, (6) offering technical assistance to teachers. With these themes, it was
found that the best practices of Buug District Secondary Schools had an effect on teachers' performance in their
workplace, such as being challenged, competent, effective efficient, and satisfaction. Overall, the study
determined teachers' perceptions of supervisory practices such as prompt in supervision, encouraging,
approachable, and supportive. These verdicts inspired the researcher to craft various recommendations,
especially for the school leaders of five Secondary Schools of Buug District, to continuously support teachers by
providing them with the correct direction and advice, which will help them improve their pedagogical and
content knowledge, as well as their abilities in curriculum development. To raise teachers' performance to an
outstanding level, school administrators may continue to support their abilities, especially in curriculum and
planning, topic understanding, and pedagogy.

Keywords: clinical, conceptual, supervision

Introduction in the classroom. So, in order to improve teaching-

It is essential to acknowledge the significance of
teachers in the educational process (Glatthorn cited in
Kutsyuruba, 2003). Improving education is a
challenging process in which many variables must
interact. This growth strategy puts instructors at the
center of attention. As a result, the strategies,
approaches, frameworks, or procedures used by
school-based supervisors operate as the catalyst for
any supervisory success through teachers' acceptance
and involvement in the supervisory practice. The
outcomes of the supervision process are greatly
influenced by how instructors get professional
assistance from instructional supervisors and how
teachers perceive instructional supervision. The
principal and the instructors are the sources of
supervision for the instructional process, which is an
interactive process. In order to execute successful
supervision, it is crucial to evaluate the practices and
difficulties of instructional supervision (Abdulkareem,
2001). According to Dittmar, Mendelson, and Ward
(2002:30), education quality is primarily "the
provision of good instruction by well-prepared
instructors." However, not all instructors are
sufficiently qualified, therefore they require help from
supervisors (Giordano, 2008:11). The instructional
supervisors should collaborate with instructors in a
fixable manner in order to enhance their performance
learning processes and deliver successful education,
instructional supervisors need to be democratic,
cooperative, and given significant consideration in the
classroom. In their studies, Beach and Reinhartz
(2000) stressed the value of everyone involved in the
supervisory process working together. This would
assist to improve the introduction of this technique and
prevent any potential conflicts. Working on
supervision reform without having this sort of
knowledge is a serious shortcoming that might lead to
efforts for change being misdirected.
We cannot ignore the thread connecting to
instructional supervision while talking about
improving school administration effectiveness. It
discusses how to improve teaching-learning operations
through a network of communicative circumstances
and democratic interactions between teaching
personnel and school administrators (Oyewole &
Ehinola, 2014). It focuses on enhancing instructor
productivity through teamwork with the goal of
accelerating student advancement (Archibong, 2013).
The required courses of action for supervisors include
proper supervision, planning, and finding strategies to
improve instructors' attitudes, professionalism,
understanding of pedagogy, and management of skills
in order to get tangible proof of the success of the
school (Okendu, 2012). These led the administrative
side of the education sector to the conclusion that in

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Psych Educ, 2023, 14: 466-476, Document ID:2023 PEMJ1268, doi:10.5281/zenodo.8437330, ISSN 2822-4353
Research Article
order to achieve school success, school administrators
must focus on instructional monitoring.
Apart from how they interact with their school head
and colleagues and how they facilitate school activities
in accordance with DepEd issued memorandums,
teachers' instructional practices inside the classroom
are the aspect of teaching that is most closely
supervised in the school setting during face-to-face
conduct of classes. In the learning environment, both
common and unanticipated issues are addressed, or at
most resolved, in ways where faculty members operate
in accordance with prior supervisory patterns.
Common supervisory advice includes pleading a
handful of teaching strategies to manage behavior and
students' learning; applying close profiling of learners'
weaknesses and strengths to determine types of
activities that could suffice their nature; maintaining a
harmonious alliance with stakeholders, and performing
religiously other duties under the umbrella of
responsibilities of being a teacher.
Consequently, it is in light of these conditions that the
researcher is driven to look at the many forms of
supervision that school heads use to manage their
teachers. There were many different studies that were
conducted that were pertinent to this study, but none
specifically addressed the experiences of teachers with
regard to instructional supervision, professional
development, competencies, and performance in the
Buug District Division of Zamboanga Sibugay, which
is where my study is focused.
Furthermore, the researcher believes that gathering
information about teachers' experiences under the
instructional supervisory practices of their school
heads for the current school year 2022-2023 will yield
results and recommendations that will be useful to
school leaders when it comes to enhancing the
effectiveness of the school that will increase quality of
teaching in Buug District. It is anticipated that the
study's findings will make school leaders aware of
their supervisory practices and promote those that are
likely to improve teaching performance.
Research Questions
The study aimed to assess the experiences of selected
secondary teachers from five schools under Buug
District, Division of Zamboanga Sibugay and sought
to explore this central question: How do teachers
describe their experiences under the supervisory
practices of their respective school heads? In
examining the central question, the following sub-
questions are utilized:
Lenabel C. Catcalin
1. What are the supervisory practices their respective
school heads have done in addressing the needs of the
teachers?
2. How did the supervisory practices of school heads
affect teachers’ performance in the workplace?
3. What are teachers' perceptions about the supervisory
practices that school leaders offered to them?
Literature Review
School Heads Supervision Practices. Instructional
supervision, which can be defined as the process of
enhancing the teaching-learning process through a
network of cooperative activities and democratic
relationships among those involved in teaching and
learning, is one of the most crucial aspects of
educational management. It is regarded as a key
activity in achieving an effective education system
(Oyewole and Ehinola, 2014). It is primarily focused
with child learning in the classroom and is viewed as a
collaborative endeavor involving a series of planned
activities aimed at enhancing the teaching and learning
process (Aguba, 2009; Archibong, 2013). This means
that instructional supervision encompasses all efforts
conducted to assist instructors in maintaining and
improving their efficiency in the classroom. However,
it is not intended to uncover flaws or penalize teachers,
but rather to view them as colleagues who can
collaborate to improve teaching and learning in
schools.
Effects of Supervision on Teachers. It is entirely
coherent that what teachers need during the first
implementation of remote learning is primarily the
support of school heads anent to emotional,
intellectual, professional, physical, social aspects (De
Vera, 2021). Job satisfaction is a significant area that
the administration must look into in the dialogue of
work. The Two Factor Theory consistently denoted
motivation as the primary need of workers to become
profoundly productive in accomplishing their tasks.
This could be influenced by recognizing major or
minor achievements, trusting their capacity to perform
responsibilities, and providing opportunities for
advancement and growth. Policy, supervision,
relationship, work conditions, and security are factors
that should be considered in maintaining a healthy
work environment (Tipon, 2021).
Instructional Competence. Classroom teaching
practices are essential; through it, learners’
construction of meaning, demonstration of skills, and
exposition of positive attitude become apparent.
Assessing the needs of teachers in the matter of
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effective transmission of learning is one of the facets
that supervision is most concerned with. Through
classroom visitation and observation, pieces of
evidence are gathered as grounds for quantifying and
associating verbal remarks as to what teachers can do
and cannot. Proficiency in lesson planning, presenting
understandable content, applying individualized
teaching strategies and assessments, managing
behavior, encouraging learners’ participation are
observable indicators of teacher’s competence
(Abulon, 2014). Supervisor’s cognition and awareness
of how to intensively analyze actual teaching
performance are vital ingredients to arrive at a correct
judgment of strengths and weaknesses and give
rational feedback intended to improve instruction
(Garza, 2009). As mentioned earlier, the visibility of
the factors was easily detected way back when
traditional teaching-learning settings were still
susceptible in nature. Yet, today’s era of Distant
Education has modified the process of assessing needs,
monitoring progress, and evaluating the total
performance of teachers based on Results-Based
Performance Management System (RPMS) anchored
on Philippine Professional Standards for Teachers
(PPST) of Basic Education. Since students and
teachers no longer attend the same premise, domains
are attenuated into only observable ones, putting light
coercion to teachers’ shoulders. However, the
researcher beholds the decrease of demand for effort as
proportionate with a downturn of standards. The
absence of learners' responses in an actual classroom
instruction may not bring out real but raw outcomes,
resulting to other substantial needs of teachers remain
out of sight. At most adverse effect if distant learning
happened to exist for more years, this may alter
teachers’ performance because of lack of actual
instructional experiences or minimal practice, which
could be a great deal also among supervisors, learners,
and parents. The scenarios gave ideas to supervisors to
address the affair by having enough knowledge on the
assistance or intervention they could give to teachers
in order to avoid these from sprouting in the future.
Works of literature about supervision of instruction
distributed solutions such as paying attention to In-
Service Training, conferences, seminars, and
workshops regarding possible supervisory practices of
heads in the New Normal to keep teachers updated,
monitored, and equipped with all the things revolving
around Instructional Expertise (Jamon, 2021).
For all times, supervisor-smart characteristics and
skills similarly to training and development of faculty,
quality, and collective decision-making, interpersonal
and sensitive communication are required for effective
human resource management. Mentioned skills will
Lenabel C. Catcalin
serve as shepherds toward achieving educational goals
while ensuring staff development is taken into account.
Methodology
Research Design
This study utilized a Qualitative research approach
since it was deeply concerned with describing,
exploring, or explaining phenomena relating to human
responses and presenting facts through narration of
words to give a detailed discussion about what people
think and their reasons for thinking. Based on the
researcher’s experience, said design could be
strengthened by thoroughly choosing a research
paradigm that is congruent enough to the nature of
reality. The entire methodology is anchored with both
Constructionist and Interpretivist paradigms of
research to have a plausible direction on how
participants will construct meaning from personal
experiences and how the researcher will ask facts
related only to the central question and interprets
responses within the context without bias; anent, the
researcher made use of the phenomenological method
of research. Phenomenology accentuates respondents
detailed experiential facets closely related to the
phenomenon under study (Moustakas, 1994; Eddles-
Hirsch, 2015). This method allowed the researcher to
explore teachers’ lived experiences encompassing
substantial perceptions or standpoints, reactions,
mechanisms, and expressions of feelings. In obtaining
data based on conscious experiences, the researcher
conducted a one-on-one interview. Recorded
transcripts were then thoroughly interpreted and
analyzed to only arrive at considerably significant
findings. However, since the study will be anchored
partly on the Interpretivist paradigm, the researcher
sought the idea of developing codes and themes
originating from her subjectivity as potentially
valuable. Nonetheless, the researcher made sure that
the derived results from the study's future conduct will
complement the paper's questions.
Research Locale
This study was conducted in five secondary schools
under Buug District in the Division of Zamboanga
Sibugay namely: Buug NHS, Basalem NHS, Del
Monte NHS, and Villa Castor NHS and Talairan
Integrated School. The researcher identified the
locality of the selected learning avenues to be
preferable since the researcher lived in the same
municipality.
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Research Article
Research Participants
The participants of this study were selected secondary
teachers from the predetermined schools under Buug
District, in the Division of Zamboanga Sibugay. The
researcher interviewed two teachers per school. The
researcher chose to include all secondary schools in
the above-mentioned district despite the various
distances in order to investigate diverse conscious
experiences under different school heads' supervisory
practices as well as diverse working conditions.
Table 1. The Participants for the Interview
Sampling Techniques
The Researcher used both Purposive and Convenience
Samplings of Qualitative Research since she believed
that seeking and identifying individuals or groups that
have consciously experienced the particular situation
or phenomenon would give realistic and substantial
details (Creswell & Plano Clark, 2011). Selected
participants came from neighboring schools under a
particular district where the researcher lives.
Research Instruments
The researcher is the main instrument of the study,
who was aided by a semi-structured interview guide
that allowed her to have liberal conferencing with
teachers. This researcher-designed questionnaire is
rooted in the most important questions of this paper
(see Appendix C).
With teachers’ perspectives as the primary unit of
analysis, the researcher sought the necessity to shape
descriptive and probing questions to specify matters
that would eventually build the related themes based
on the contexts of the responses. However, the
researcher did not directly bring the questions into
Lenabel C. Catcalin
play; instead, she started with a simple conversation
with the participants since most of the best
dispositions and responses are from unstructured yet
comfortable talks (Baskadara, 2014). As part of
actualizing a constructive paradigm, open-ended
responses were highly demanded to bring out in-depth
discussion of teachers’ lived experiences and to extract
justifiable codes that will represent the oneness of their
ideas.
Data Gathering Procedure
Since the schools to be involved in the study are from
Buug District, the researcher has secured an
authorization letter from the District in Charged to run
the study. Upon approval, the researcher directly
discussed with courtesy the nature, purpose, and
mechanics of the study to the school heads and
participants. The researcher discussed the nature,
purpose, and mechanics of the study stipulated on an
Informed Consent through verbal orientation. Before
administering the semi-structured interview, the
researcher informed the participants that they could
freely disengage from the interview whenever they felt
like doing so. Questions were translated into their
preferred language and could openly state responses
they feel are substantial enough to the concern. The
research participants were instructed to answer each
question in oral form wholeheartedly. Using an audio
recorder, responses were thoroughly recorded. The
whole process of the data gathering was clearly stated
in the Informed Consent that was given prior to the
discourse, and participants' approval was a pre-
requisite. The researcher made sure to collect the
consent before the interview to ensure that
understanding and acceptance of terms and conditions
were well-documented.
Data Analysis
The research applied a Phenomenological Data
Analysis mainly to go over the standpoints,
perspectives, interpretations, and emotions of teachers
who have come across or lived the phenomenon under
study (Cr eswell, 2016). Through this
phenomenological process, meanings are concretized
by means of transmuting thoroughly recorded
statements into specific contexts (Choi, 2015)
following the processes of transcribing, organizing
data, deducing categories, identifying common themes,
and making interpretations.
Ethical Considerations
The Researcher is responsible for protecting research
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participants from any risk or harm associated with
participation in the research, adhering to ethical
management practices below, and conducting research
that meets the scientific standards in Education. One of
the goals of this study is to ensure that all participating
members of this research follow widely accepted
standards for the ethical, professional, and scientific
conduct of the study's design as to the implementation,
dissemination, and reporting.
Negotiating Gatekeepers. Before conducting the
study, the researcher secured permission from the
Schools District In-charge. The researcher firstly
showed courtesy and respect to the head of the school
by presenting said letter permission before proceeding
to the interviewees. This step is deemed necessary
predominantly because they were the center of the
dialogue between the researcher and participants as
they spoke about their lived experiences.
Informed Consent. The researcher reminded the
participants to carefully read the Informed Consent
before affixing their Printed names and signatures. The
researcher aimed to let participants accept terms and
understand their rights and the nature of the study.
Anonymity. The researcher purposively chose an
audio recorder to record the participants’ responses to
keep their appearances unknown. The participants are
also reminded that they could optionally write their
names to keep their background untraceable.
Respect for Research Participants. Before the
interview, the researcher mentioned that they were not
forced to respond if they refused to do so and
reminded the participants to say off the record if there
are some statements that they want to say but do not
want to be officially transparent.
Results and Discussion
Sub-question 1 mainly talks about: supervisory
practices their respective school heads have done in
addressing the needs of teachers. The researcher
formed these themes: Checking of daily lesson log,
observing classes, mentoring and coaching, checking
of teachers’ punctuality and attendance and supporting
instructional materials, and offering technical
assistance to teachers.
Checking of Daily Lesson Log. The research
participants mentioned about the instructional
supervision in terms of checking of DLL and lesson
plan regularly. This indicates that school head
constantly evaluate the daily lesson plans of the
teachers to guarantee the teachings are accurate,
Lenabel C. Catcalin
aligned in most essential learning competencies that
are beneficial for the students to learn. It also covers
the style of education and delivery in the classroom
even the teacher's pre-lesson motivational techniques
and the activities and assessment were checked to
evaluate the alignment of its competencies.
Checking of DLL will be done according to every
department. Our subject coordinator will be the one
who will check the DLL. Since we have our new
school head, he is very keen on checking the
congruency of objectives down to evaluation. It should
be MELC based. It will immediately be corrected upon
checking. Our submission of DLL is every Friday
given the time for our coordinators to check the DLL
before the next week’s class. TP01
Our school head is very strict on the submission of
DLL. He always monitors the tracking of submission
of DLL. He also checks the learning objectives if it is a
MELC based. We are provided with a template and
guided on how lessons and activities should be written.
Writing a reflection after a week’s lesson must be
reflected on the DLL every end of the week. – TP03
Our DLL must be submitted a day before our class to
have time for checking. We have our practice earning
points on the submission of DLL. Teacher who will
submit earlier will have five points, 4 points on the
same day submission and 3 points if late. Late of 1 day
only and no credits or missed DLL if not submitted on
the given timeframe. - TP05
Observing classes. The study indicated that school
heads maximized their goal on Classroom
Observations and Post-Conferences to sustain teachers'
ability in classroom instruction. The research
participants stated that their direct supervisor fairly
assessed their performance through a surprise visit to
classrooms and through scheduled classroom
observation in order to assess instructional
competency. Observation is a trustworthy method of
measuring and monitoring a teacher's development.
Because observation offers such a thorough view and
allows for the definition of highly specific aims, it may
also be used to help instructors if done effectively.
According to Suparto (2020), academic supervision
mixed with classroom observation strategies can
improve teacher learning quality. Furthermore, the
classroom observation includes pre-determined
indicators agreed upon by instructors and observers,
ensuring that teachers are prepared.
Our school head will regularly check and monitor
classes. He has at least ten classes to be observed in a
month for star observation. And frequently check
attendance and classes by simply passing by the
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hallway. Recently I was being observed I was
surprised he is already at the back of the room waiting
for me in the class. He really finished the one-hour
class for observation and what I appreciate is the post-
conference after the class observation. Our post con
happened a day after my observation depending on the
time, we are both available. – TP04
We have no surprise observation; all class observation
is scheduled. No ambush happened. However, my
head is very particular on the DLL she will really look
for the DLL upon the start of observation process. –
TP06
We have both star observation and the scheduled class
observation for the PPST Indicators on RPMS. We
have informal conversation prior to the class
observation proper however no technical assistance
has been given in our coordinator for the improvement
of the lesson delivery, we just talk about what lesson
we are going to present during the observation what
strategies I am going to present. For the technical
assistance, what we have is the post-conference after
the class observation in which we have one on one
formal yet friendly conversation for the observed
noted given with appreciation and encouragement for
the improvement of the teaching delivery. TP08
Mentoring and coaching. The researcher noted that
following a classroom observation to assess the
students' strengths and areas for development also
result in instructional support. It includes open lines of
communication with group discussions, coaching and
mentoring after determining the educational
requirements of every teacher. The research
participants mentioned that mentoring and coaching
will depend on the result of the teachers’ performances
during class observation and in the inspection of daily
lesson log or lesson plan. The results supported by the
research of Vaughn, Gill, and Sherman (2017) show
that the foundation of the school head's instructional
supervision for enhancing teaching and learning is a
continuous inquiry into work at the institution, inquiry
centered on student learning, high standards, equity,
and best practices.
Some of my colleagues really needs to improve their
technological skills, like doing appropriate slides
decks for the presentation, putting formulas on excel,
basic trouble shooting on technical problems on
printers and computers. In this scenario, our school
head encouraged us to have peer coaching, a practice
of using teachers to support other teachers and
mentoring and coaching done by colleagues with
higher experience. I always appreciate the casual
conversation of my coordinator the way she mentors
wherein I can able to adopt her strategies on teaching
Lenabel C. Catcalin
and help me improve my teaching. – TP07
Having designation and extra work is quite
challenging as your head trusted on you. Whenever I
have difficulties in my task or in my report
preparation, I always seek assistance to my superior
and I really appreciate the way she mentors. I
appreciate her brilliant ideas and I really learned from
her. Through mentoring and coaching I somehow
mastered my task and easy for me now to do my job. –
TP08
No class observation I got nervous but after a
successful class observation I always have a feeling of
fulfillment and happiness. Through every post-
conference, mentoring and coaching happened. I
learned new things for the improvement of my lesson
delivery. I love the conversation of my head; I like the
appreciation and guidance it helps out boost my
confidence. – TP09
Checking of teachers’ punctuality and attendance.
Due to the revival of fully implemented face-to-face
classes, it was claimed by participants that school
heads were rigorous about timeliness and attendance in
order to ensure that students would make up missed
classes from the previous years' modular initiatives.
School head monitors class hours, prompt time start
and dismissal of classes. Attendance of teachers also
monitored ensuring that activities were given to the
substitute teacher prior to the grant of leave of
absences of the concerned teacher.
Our school head is very particular in timeliness. He
really encouraged us to start our classes on time and
ends on time. For teachers with advisory whose classes
will start at 7:30 will be reminded of punctuality. He
says that teachers must come first before the students.
– TP04
He regularly checks classes. He simply walks along
the hallway and observe ongoing classes. If found any
room with no teacher for a reason of late or absent, our
school head will be the one to take over the class up
until the teacher will arrive on his or her class. –
TP05
We are given a school memorandum to be guided with
date of schedules of submission of reports. Teachers
are expected to follow deadlines since our head is very
particular on timeliness. He also never fails to remind
teachers on the deadlines of submission. He even calls
for a meeting regarding on failure to submit on time
and teachers were reminded the duties and
responsibilities of a teacher. – TP06
When we file a leave, we have to see to it that we have
to prepare activities to be given to the co-teacher in the
same level who can take over our class before the
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grant our leave of absences. Unplanned leave like sick
leave must be informed our grade level coordinator
and our school head to find replacement of teacher in
every scheduled class of the concerned teacher. –
TP10
Supporting instructional materials. In order to help
teachers in delivering high-quality education during
the revival implementation of face-to-face classes for
this school year, the researcher noted that in provision
of materials school heads were passionate and active in
spending the budget known as Maintenance Operating
and Other Expenses (MOOE) in purchasing of
learning materials and equipment needed for
instructional support. Lopez (2016) discovered that
when instructors use appropriate teaching resources,
they become more successful and efficient. Learning
what things to use and how to educate others to utilize
them takes experience.
Every quarter or when there is an MOOE available,
part of the SIP of the school we have our provision of
learning materials. Purchasing of materials will depend
on the needs of the teachers. I appreciate the
instructional materials provided by the school like free
pens, markers, manila paper, scissors, even hygiene kit
and medicines were provided – TP01
Since our head is very particular in engaging activities
and lessons to the students. He ensures that all
classrooms have smart tv or led tv for instruction. He
checked every classroom and track those sections with
no tv and given a priority for the purchase of materials.
– TP05
I like when our school head listen to our needs. We
have a corresponding form of request in every need we
have. Including the instructional materials and repairs
of minor damages in classrooms like door knobs,
lightning, ceiling, problems in water facility and
others. She monitors classrooms to be conducive for
learning. – TP08
Offering Technical Assistance to Teachers. Needless
to say, there are teachers who seek for assistance
especially in those scenarios in the field involving that
require the use of technology. One of the School
Heads’ tasks is to provide technical assistance to their
colleagues who are in need. The participants stated:
He is very supportive in his own ways like whenever
he sees that we are struggling with the use of
technology, he will try to assist or call others for help.
TP01
There were times that teachers like me ask for
assistance in entering an online application like the
LRMDS, he voluntarily offers help. In the other way,
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he will be the one who will ask our school ICT
coordinators to give us a hand. – TP02
Sir is very helpful when it comes to providing
technical support regarding the manipulation of
computer-related matters and Microsoft software
especially excel. – TP03
Sub-question 2 focused on: The Effects of the
Supervisory Practices of School Heads Toward
Teachers’ Performance in the Workplace. The
researcher highlighted the themes: Challenged,
Competent, Effective and Efficient and Satisfied.
Challenged. The study discovered that while teachers
carry out their responsibilities in the classroom, they
face challenges. Participants noted how actively the
head of their school supervises classrooms and
promptly reviews lesson plans and other assessment
reports. Research participants discussed the obligation
to adhere to the guidelines in the school head's
memorandum about work delegation and compliance.
From the transition of learning modality, we were used
on the modular set up that everyone is relax because
no learners around. In the beginning of this school year
teachers begun to encounter challenges. We were
challenge with our adjustments from the preparation of
classroom, frequent changes on the class program,
preparing and checking of lesson plan, class
observation and many more. But this is our job, we
have to remind ourselves this is our reality. – TP03
The comeback of face-to-face is quiet challenging in a
sense of the demands of workloads and the frequent
number of students present in the classroom. Our
school head regularly monitors classroom and this
made us responsible in our duties. – TP04
A regular checking of DLL and very keen on the
details and format and preparation of test questions in
higher order thinking skills and table of specification is
the most changing part because our head really
supervises our subject coordinator to really check
based on the criteria that he emphasized. – TP06
Competent. The research participants mentioned that
giving feedback and reinforcements right after the
demonstration or after checking lesson plan and
classes contributed to their development. The
researcher noted that participants are quite competent
at designing lessons that suit students' need and also
aligned in the most essential learning competencies.
Through provision of learning materials, teachers
encourage meaningful interactions that would
guarantee great learning by using a variety of
resources and assigning students difficult and thought-
provoking exercises. The researcher noted that
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participants develop competence based on the
feedback they shared from their school head.
His guidance helped me a lot in improving my
teaching delivery. I can still remember my very first
classroom observation is that I am not good in
imposing rules and disciplining my student’s behavior
in class and I believed that through supervision it made
me competent in my teaching delivery as evident in an
increasing performance rating of my classroom
observation. – TP08
It made me competent in way I improved my teaching
strategies based on the feedback given to my observer.
Every class observation I catered different critiques
different strength and weaknesses. I worked on those
weaknesses and I assure to myself that I have to
improve in that area for the improvement of my
capability. – TP09
Efficient and effective. Since, school head are very
active in supervising classes and very particular in the
attendance and timeliness of the submission of lesson
plan and other reports, research participants were able
to comply with the various works entrusted to them.
Despite the fact that teachers are adjusting to the
abrupt reappearance of full implementation of face-to-
face classes, high importance were given to the
instructional supervision practices of school head and
teachers' roles effectiveness in lesson presentation and
use of instructional materials. As a result, participants
were provided technical assistance to become effective
and efficient in lesson delivery and to provide better
learning experiences in the classroom.
I can say I’m efficient and effective in my teaching
delivery because of the provision of learning materials
and technical assistance that I received. Providing
internet and a smart TV in a classroom is a big help in
becoming an effective because students become more
active in participation and engage in an interactive way
of learning. – TP07
Technical assistance really helped me improve the
effectiveness of learning delivery. It’s quite
challenging in our part in preparing a good lesson plan
involving differentiated activities and different
strategies to become learning process an engaging and
collaborative to the part of the students. Yet I can say
I’m efficient in a way that students are learning, I build
relationship to my students wherein they able to
behave and participate well in class. – TP10
Satisfied. The researcher came across the term job
satisfaction during the interview process. The
researcher noted that the school heads did not just
offer both intellectual and material support, but also
Lenabel C. Catcalin
emotional support evident in the way they became:
considerate with deadlines, valid personal excuses, and
quality of work and outputs; gentle and caring in
giving advice and corrections; and emphatic or able to
put themselves in the shoes of their teachers.
He taught us how to manage the classroom and
perform work effectively. He definitely pushes us over
our breaking points. He fosters positive relationships
among coworkers and creates a peaceful environment.
He encourages us to collaborate for the benefit of the
school. – TP06
Ma’am is very approachable, understanding and very
kind. She is very concerned with students as she
believes that students deserve to learn. As teachers, we
are all urged to perform well and attend classes
regularly. She is very supportive in attaining the needs.
Even we fail to file for request for any minor repairs,
due to his regular class monitoring of classrooms he
will be the one to discover what are the needs to be
prioritize for the next budget. – TP08
We are all used to the term, “NOW NA!” in the
submission of reports from the previous school heads
up to the present. But in the case of this present school
head, she is different. She has this “a gentle reminder”
even if she already issued a school memo regarding on
the submission. This kind of gentle reminders made us
teachers not to complain in any deadlines, we just
perform and do our job. – TP09
Sub-question 3, the research participants enumerated
their perceptions about the supervisory practices that
school leaders offered to them: prompt in supervision,
encouraging, approachable and supportive.
Prompt in supervision. In providing support to
teachers, one should realize that it sometimes
consumes much time; hence, giving assistance needs
not to be rushed rather must be done in regular basis.
Here, School Heads finishes their task and manages
time to be of help to their colleagues:
He loves working at the office; he only gets out of the
school when he has done every task that could only be
done in school. – TP01
Despite the load of responsibilities he carries, he still
has time to assist us whenever we ask for technical
support and in solving reports in behalf of busy
teachers. I believe his secret of performing efficiently
is his talent of managing time wisely. – TP03
I observed that she is very good at organizing
workload from the very urgent to the lesser ones. He
always reminded us that everything is easy if tasks are
just addressed one by one. What makes it difficult is
when it lumped over the other. – TP04
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Beyond that, she always characterized scheduling her
priorities like in regular class observation so that she
has more time to help my colleagues and provide
technical assistance. – TP08
Understanding teachers’ context. One of the roles of
School Leaders is to put himself/herself on the shoes
of his/her colleagues. There are times having heavy
workloads and experience unfavorable situations
which is why they could not create and submit plans
and presentations on time or perform duties in the
most effective way. This calls for validation of reason
to be made by the School Head. The participants
responded:
Even how strict ma’am with punctuality, she still
understands why we teachers submit our DLL later
than Friday. So, she gives us until Sunday to comply,
and she makes sure that by Monday it is already
corrected. – TP05
Sir is very particular on timeliness. During the first
quarter exam were all stressed out from constructing
test questions, TOS, printing of test papers, checking
getting the MPS, item analysis, computing grades and
the additional work on teacher-parent conference that
minutes and reports all must be submitted on a
scheduled time based on his specific dates of
submission. He even calls a meeting discussing on the
delays of submission of all reports. However, he was
not angry, he just gave a gentle reminder about the
school memorandum pertaining to timeframe and
schedules of submission of reports. – TP05
Establishing Connection. What teachers need is a
leader who knows how to listen. School Heads here
present themselves as a person who is open for
communication. This made teachers directly raise
concerns or problems without feeling uneasy. The
participants delightedly shared:
I really admire ma’am because whenever there are
problems or concerns related to instruction, she would
immediately find solution to it in her office. She sets
aside her present work then converse with us. - TP05
Unaddressed teachers and parents’ problems are
solved by our principal during our meetings or even
when we crossed at the hallways; because she is the
type who has no problem with unexpected
conversations. - TP08
Encouraging Professional Development. Based on
the responses, the researcher inferred that teachers
sometimes need a person who could push them toward
their limits, introduce them to their potentials, and
Lenabel C. Catcalin
boost their morale and confidence. The researcher also
noted that school heads encourage them to have
continuing education, compelled to attend trainings
and LAC sessions that would enhance their present
instructional competence state. Furthermore, these
school heads did not hesitate to participate in
initiatives and opportunities that may help teachers.
For me, a school head can bring the best out of the
teacher by encouraging them to perform with the best
of their abilities. Satisfaction at work, being valued,
and encouragement to become productive are
important factors in the workplace. They should also
make teachers feel that the success of a school and
learners has a greater connection to how the teachers
manage and do their specific jobs. Just like students,
teachers need to be acknowledged. – TP09
Teachers who are new in the workplace were
encouraged to attend trainings and other teachers who
needs to undergo trainings. Other training will undergo
in a process of reechoing to the colleagues. We also
have LAC sessions that are common in all schools to
enhance instructional competence in every teacher.
Our school head closely monitors the conduct of LAC
Sessions in every department. She also encourages us
to have continuing education to further our knowledge
and competencies. – TP10
Conclusion
Based on the results and discussion, the researcher
concluded that the selected research participants from
five different schools of Buug District reveals their
perceptions about supervisory practices of their
respective school heads.
Checking of daily lesson log or lesson plan, observing
classes, mentoring and coaching, checking of teachers’
punctuality and attendance, supporting instructional
materials and offering technical assistance to teachers
are identified best practices of Buug district that will
draw in the findings. Classroom observation is the
primary method used by school heads in the Buug
District of DepEd Zamboanga Sibugay division to
evaluate teachers' performance. The creation of
educational support is often the result of a school
head's observations following a classroom observation.
It takes into account the strengths of each teacher
while also highlighting the need for teacher growth. If
success is to be realized throughout the entire process,
mutual trust with the teachers and a conducive learning
atmosphere must be established.
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Research Article
School head often carried out supervision processes
and visited various classrooms during instructional
times to monitor teachers' methods of instruction and
classroom management. The findings demonstrated
that principals routinely evaluated teachers' lesson
plans and timetables as part of their procedures. In
accomplishing instructional and school-related work,
their school heads did not hesitate to offer assistance
by means of being resourceful, putting a bit of pressure
to set direction, closely monitoring teachers’ progress
and commitment to work, and showing that they are
also seriously working with their tasks. Teachers are
encouraged by their school heads to have continuing
education and become responsible for their growth and
development. School heads also gave much
importance to allocating most of the School’s
Maintenance Operating and Other Expenses (MOOE)
budget to material support for both teachers’
instructional and health supplies.
Having done these practices, teachers felt challenged,
competent, effective and efficient, and satisfied.
Teachers became even interested to do their part
knowing that work is equally shared, their voices and
demands are being listened to and attended to, and
their feelings are valued. Since feedbacks and
comments regarding instructional expertise are well
communicated, they opted to direct themselves to
become adaptive with the constructive criticisms.
School heads have provided adequate material support
to teachers to make certain that all appreciate the same
convenience. Intellectual and emotional support must
substantiate conforming to the individual needs of
each teacher. Teachers revealed their perceptions on
the supervision they likely experienced in the school,
this includes; prompt in supervision that school heads
regularly check and monitor classes. School heads also
able to understand teachers’ context, establishing
connection this builds a good relation between school
heads and the teachers. Good communication and
collaboration both leaders and teachers may attract
success. The teacher received a very good supervision
for their work. Teachers demonstrated their
knowledge, skills, and behaviors as well as a thorough
understanding of the demands, and they got better at
doing so.
With the conclusions drawn above, the researcher
recommended that: (1) The Department of Education
may minimize the many programs they wanted schools
to implement so that time consumed for enactment and
generating reports that will support legitimacy would
be redirected toward giving interventions so that
teachers could have enough time to monitor student’
progress regularly; (2) It is possible for school
Lenabel C. Catcalin
administrators to continuously support teachers by
providing them with the correct direction and advice,
which will help them improve their pedagogical and
content knowledge, as well as their abilities in
curriculum development and planning. (3) To raise
teachers' performance to an outstanding level, school
administrators may continue to support their abilities,
especially in curriculum and planning, topic
understanding, and pedagogy. In addition to having a
solid and critical grasp of how theories and methods of
teaching and learning are applied, this involves an
appreciation of the significance of mastering topic
knowledge and its connections within and beyond
curricular areas.
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Affiliations and Corresponding Information
Lenabel C. Catcalin
• Department of Education – Philippines
• La Salle University Ozamiz – Philippines
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