Evaluation Instrument

SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF

COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION
Dear Respondent,

PART I. This survey is designed to gather data for graduate thesis entitled “School Leaders Pre and Post
Conferencing Skills and Level of Competence on the Conduct of Instructional Supervision”. Your answer
will completely anonymous, kept confidential and used only for academic purposes. I am grateful to you
for taking your time and answer these questions. No matter how cautious it is, this study will not achieve its
objectives without your assistance.

FRANCIS R. GARCIA
Researcher
Instructions: Please evaluate the following
Respondent’s Name (Optional): Sex:
*Type of Respondent
❑ School Head

❑ Master Teacher
Please confirm your responses by signing. Thank you very much for your time and insights.
*Signature: *Date:

Demographic Profile:

1. Age

❑ Under 25

❑ 25-34

❑ 35-44

❑ 45-54

❑ 55 and above

2. Years in Service as School Leader/Master Teacher

❑ Less than 1 year

❑ 1-5 years

❑ 6-10 years

❑ 11-15 years

❑ 16 years and above

3. Civil Status

❑ Single

❑ Married
Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION

❑ Widowed

PART II. The following Statements focuses on the Pre-Conferencing Skills conducted by the School Head
and Master Teacher, please indicate how often you are considering these statements by checking the
column that corresponds to the following scale.

1 Never
2- Rarely
3- Sometimes
4- Often
5- Always

A. Planning and Preparation

The School Head/ Master Teacher: 5 4 3 2 1

1. creates and advances cutting-edge and successful teaching-learning methods,

techniques, and tactics.

2. proposes innovations to improve instruction.

3. uses creative and unconventional delivery methods for instruction and learning

4. oversees, evaluates, implements, and monitors the curriculum in schools to

guarantee improved learning outcomes.

5. curriculum localization/indigenization.

B. Goal Setting

The School Head/ Master Teacher: 5 4 3 2 1

1. defines the conference's precise objectives or results

2. provides a specific teaching-learning parameter

3. establishes different area or domain to assess what to be observed

4. sets specific goals and instructions

5. develops collaborative goal adjustment

Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION

C. Questioning Skills

The School Head/ Master Teacher: 5 4 3 2 1

1. enhances the caliber and scope of conference questioning

2. creates and supports creative and useful methods, tactics, and techniques for
evaluation.

3. participates in workshops on effective questioning strategies to improve

communication abilities

4. asks open-ended questions all the time to promote more in-depth conversations

5. employs a variety of resources (books, courses, and internet sites) to improve your
ability to ask questions

The following Statements focuses on the Post-Conferencing Skills conducted by the School Head and
Master Teacher, please indicate how often you are considering these statements by checking the column
that corresponds to the following scale.

1 Never
2- Rarely
3- Sometimes
4- Often
5- Always

A. Reflection

The School Head/ Master Teacher: 5 4 3 2 1

1. takes some time to consider the conversation that occurred during the conference.

2. compares the results to the predetermined aims or objectives.

3. keeps a reflective journal could help in your experience processing and learning.

4. takes part in organized reflection exercises to assess your knowledge and

experiences.

5. adjust your supervisory approach in response to criticism and self-reflection.

Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION

B. Documentation

The School Head/ Master Teacher: 5 4 3 2 1

1. maintains accurate records of the conference

2. provides the actions plans, including the prior agreements about the supervision

3. lists and perceiving the different improvements that is needed.

4. provides clear and transparent communication tools between supervisor and

teacher.

5. sets periodically review and analyze the accumulated documentation in order to

guide future supervisory procedures.

C. Feedback and Evaluation

The School Head/ Master Teacher: 5 4 3 2 1

1. undertakes periodic evaluation of learner's achievement as basis for ISO tools and
curriculum adaptation.

2. helps and makes sure that a variety of methods for evaluating learners are used.

3. takes the lead in assessing the progress and applies the findings to enhance
instruction.

4. assesses learning objectives in relation to the curriculum.

5. helps educators pinpoint their areas of strength and improvement by means of

observation and monitoring.

PART III. The following Statements focuses on the School Head and Master Teacher level of competence,
please indicate how agree you are considering these statements by checking the column that corresponds to
the following scale.

5- Very Competent
4- Somewhat Competent
3- Neither Competent
2- Somewhat Incompetent
1- Very Incompetent

A. Educational Leadership
Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION
The School Head/ Master Teacher: 5 4 3 2 1

1. I have the capacity to formulate improvement initiatives, establish a pleasant

learning environment, and formulate a school vision.

2. is competent in overseeing the creation of curricula, the professional development

of teachers, and the procedures for student assessment.

3. has a culture of continual improvement is fostered within the institution by

effective educational leadership.

4. has a clear and visionary leadership enhances the overall direction of the
educational institution

5. I actively engage participants to maintain their interest and participation

B. Management Skills

The School Head/ Master Teacher: 5 4 3 2 1

1. needs strong organizational and managerial skills to oversee day-to-day operations

2. allocates resources effectively, and handle administrative tasks efficiently.

3. is efficient in his assignment of duties and responsibilities.

4. manages a diverse workforce requires management methods that are flexible and
adaptable.

5. I plan and organize virtual conferences to ensure a smooth and structured flow

C. Interpersonal Skills
The School Head/ Master Teacher: 5 4 3 2 1

1. has an effective communication with students, teachers, parents, and the broader
community is crucial.

2. has the ability to establish rapport, settle disputes, and promote cooperation should
be possessed by school administrators and master teachers.

3. is proficient in conflict resolution has a substantial impact on the overall dynamics

and productivity of a team.

4. I am skilled in adapting my communication style to suit virtual environments.

5. I effectively convey complex information in a clear and concise manner.

D. Emotional Intelligence

The School Head/ Master Teacher: 5 4 3 2 1

Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION

1. understands and manages emotions, both their own and those of others, is vital for
creating a supportive and empathetic school culture.

2. has high emotional intelligence positively influences decision-making and

problem-solving abilities.

3. has an effective leadership and the ability to identify and control emotions.

4. has the ability to adapt well to change and manage stress more effectively.

5. I efficiently modify plans to suit the evolving needs of virtual conferences.

E. Professional Development

The School Head/ Master Teacher: 5 4 3 2 1

1. investing in continuous learning and skill enhancement is crucial for career

growth.

2. setting clear career goals is essential for effective professional development.

3. seeking diverse learning opportunities positively impacts professional

development.

4. mentorship and guidance significantly contribute to personal and professional

growth.

5. regularly seek opportunities for professional development in conferencing skills

Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION

PART IV. Guide question for qualitative part of the study. (Respondents: Teachers)

1. Describe your School Head/Master Teacher to Pre and Post Conferencing in regards to level of
competence on the conduct of Instructional Supervision.
___________________________________________________________________________________
___________________________________________________________________________________
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___________________________________________________________________________________

2. How important the Pre and Post Conferencing of School Head/ Master Teacher level of competence on
the conduct of Instructional Supervision?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. How does the Pre and Post Conferencing of School Head/Master Teacher affect the level of competence
on the conduct of Instructional Supervision?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. In what way does the Pre and Post Conferencing of School Head/Master Teacher influence the level of
the competence on the conduct of Instructional Supervision?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. What is your view and insights on the Pre and Post Conferencing of School Head/Master Teacher level
of Competence on the conduct of Instructional Supervision?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Evaluation Instrument
SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL OF
COMPETENCE ON THE CONDUCT OF INSTRUCTIONAL SUPERVISION