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Instructional Supervisory Practices of School Heads During The New Normal at Buenavista Districts I and II, Division of Quezon
Instructional Supervisory Practices of School Heads During The New Normal at Buenavista Districts I and II, Division of Quezon
Keywords: instructional supervision, leadership and management, new normal, training design, school
heads
learning experiences (Wang & Calvano, 2022). effectiveness and fostering a conducive classroom
environment (Jared, 2011; Online Note Bank, 2020).
In terms of school head designations, studies indicate
that Head Teachers play a significant role, Educational supervision, as detailed by Online Note
demonstrating intensive practice across various Bank (2020), aims to enhance teaching skills,
domains, often surpassing full-fledged Principals in introduce new pedagogical methods, improve
goal orientation (Dellomas & Deri, 2022). However, classroom settings, diagnose teaching-learning
no significant correlation has been found between the problems, build relationships among stakeholders,
authority, accountability, and empowerment levels of integrate educational system components, and foster
school heads and the school's performance (Lapus & cooperative educational efforts. When administrators
Pecajas, 2022). The role of the school head, actively guide educators, they engage in a
particularly the Head Teacher, encompasses complex, transformative educational supervision process (Online
multi-dimensional responsibilities focused on Note Bank, 2020).
educational improvement and infrastructure
enhancement (Qutoshi & Khaki, 2014). Practices in Instructional Supervision
Level of Practice of Instructional Supervision To lessen the speed of the spread of the COVID-19
pandemic and decrease the number of new infections,
In an effort to bolster school administrators' efficacy, most countries have temporarily shut down
the Department of Education invests in robust training educational institutions worldwide for nearly two
programs and seminars, like the School Head months (UNESCO, 2020). More than 1.2 billion
Development Program (SHDP), aimed at shaping students around the world, including more than 28
influential leaders in the 21st century (Bauto, 2018). million students in the Philippines, have been
The SHDP, conducted in Region III for various school impacted by this closure (UNESCO, 2020). Students
heads, covered modules on instructional leadership and teachers in several countries have been forced to
and prepared them for global challenges, focusing on stay home due to emergency measures like lockdowns
effective communication and problem-solving skills. and quarantines, prompting the development of online
education and workplace tools (Crawford et al., 2020).
Instructional supervision, highlighted by Kuo (2016),
However, online learning presents unique dangers,
stands distinct among educational supervisory roles.
issues, and difficulties, particularly in HEIs, for both
Through classroom walkthroughs and lesson
instructors and students (Bao, 2020). As of May 11,
observations, principals play a pivotal role in
2020, there were 10,794 confirmed cases in the
curriculum development and enhancing teaching
Philippines (DOH, 2020), which is expected to rise.
practices. Effective instructional supervisors aim to
Worldwide, more than four million confirmed cases
elevate student achievement by aligning objectives
(Worldometer, 2020). In light of these realities,
with district, state, and national standards, fostering
educational policymakers embraced the new standard
professional development, and collaborating with
of education. Classes for elementary students will
stakeholders for a holistic education (Kuo, 2016;
begin on August 24, 2020, rather than in June 2020, as
Hofman, 2014).
part of the Learning Continuity Plan (LCP) being
This supervisory role also emphasizes aiding teachers implemented by the Department of Education (DepEd)
in their professional growth, fostering a supportive and for the 2020–2021 school year (DepEd, 2020).
conducive learning environment, and engaging in
continuous assessment to improve teaching practices Practices in the Delivery of Instructions
(Starratt, 2017; Grauer, 2022). The instructional
supervisor's organizational, leadership, and The studies reviewed emphasized the crucial role of
communication skills play a crucial role in guiding classroom management in education. Aluçdibi Ekici
teachers, organizing resources, and fostering a (2012) underscored its impact on education and
collaborative educational setting (Sun Star, 2017). student behavior. Stough et al. (2015) highlighted
ongoing training needs for teachers in classroom
Jared (2011) highlighted supervision's goals: providing management. Drang's (2011) analysis explored
objective feedback, solving teaching issues, aiding preschool teachers' approaches, including setup, social
teacher development, facilitating promotions, and skills, and emotional growth. Moghtadaie1 and
nurturing positive attitudes among educators. Hoveida (2015) examined management styles' impact
Supervision is viewed as an innovative and dynamic on teachers' optimism, while Ahmad et al. explored
process pivotal to improving instructional student behavior challenges. Ozgan (2015) identified
teacher-student communication's influence on conflict highlighted administrators' use of student data for
resolution and student well-being. informed decision-making and fostering positive
school cultures.
The educational landscape has seen shifts due to the
homeschooling mandate and evolving standardized Hindrances the School Heads in The Execution of
testing practices (Garcia & Weiss, 2020). Principals' Instructional Supervisory Practices
supervision practices often fall short in connecting
pedagogical beliefs with instructional methods Education serves as a cornerstone for societal progress,
(Sterrett et al., 2020). As a result, educational primarily imparted through formal schooling in
supervisors need to transcend traditional accountability institutions, where instructional supervisors play a
systems to bridge educational gaps effectively. pivotal role in aiding educators as learning facilitators
(Adelu, 2016). Although the shift from inspection to
Amid these changes, the Philippines' Department of supervision aimed to enhance education, developed
Education implemented Modular Distance Learning countries like the UK and the US still prioritize
(Hernando-Malipot, 2020) as an innovative solution, inspection over school supervision, granting inspectors
fostering self-directed learning (Quinones, 2020). This more power (Adelu, 2016). Instructional supervision
approach encourages student autonomy and ownership involves actions to improve classroom teaching
of learning, emphasizing the resilience of educators through observation and dialogue, benefiting both
(Nardo, M.T.B, 2017) and the community's educators and students, yet challenges persist due to
collaborative effort in ensuring continued education barriers like resource scarcity and teacher reluctance
during challenging times. (Aureada, 2021; Terra Beand Rhanu, 2019).
Instructional Supervisory Practices and Its Addressing these challenges requires redefining the
Effectiveness by the School Heads roles of educational managers and supervisors, as
instructional supervision encompasses overseeing all
The impact of the COVID-19 pandemic on education instructional programs in a school (Kassahun, 2014).
has been far-reaching, prompting Liebman's (2020) Principals, as instructional supervisors, encounter
advice to plan for safe in-person instruction. This shift obstacles in enhancing pedagogical oversight due to
necessitated rapid transitions to online learning, limited resources and societal issues affecting students
altering the roles of educational leaders as instructional (Encanto, 2021). Efforts to improve teaching quality
supervisors (Van Lancker & Parolin, 2020). This crisis emphasize the significance of universities preparing
exposed disparities in access and widened educational future principals to effectively lead teachers amid
gaps among different student groups. diverse societal and educational changes (Wise, 2015).
Schools, like Western Cagayan School of Arts and In the realm of principal supervision, the actual
Trades (2022) and City Schools Division of implementation involves diverse processes: classroom
Dasmarinas (Luna, 2022), adapted instructional visits, evaluations, cross-school visits, seminars, and
supervision through DepEd-guided policies. Virtual more (Alila et al., 2016). Finland's study emphasized
platforms like VS@HO were adopted to observe and inclusive education through sensitive, consistent
enhance teaching methods amid the pandemic (Luna, supervision methods. In Ghana, fostering teacher-
2022). Monthly supervisory plans and DepEd policies student relationships stood out in educational
helped maintain supervision standards and technical supervision (Mensah et al., 2020). Supervision
support (Western Cagayan School of Arts and Trades, approaches include orienting new teachers, work
2022). review, in-service training, classroom observations,
and ensuring punctuality.
Effective instructional supervision involves clear
expectations, curriculum alignment, ongoing Challenges in supervision appear in various forms,
professional development, and feedback for teachers from teacher cooperation issues to standardized test
(Niqab et al., 2014). Principals collaborate with cheating. Insufficient collaboration with teachers
teachers, mentor them, and provide necessary during policy-making and mentoring new educators
resources and support (Ghavifekr & Ibrahim, 2014). also impedes effective supervision (Osei et al., 2020).
Moreover, Mislang-Sison and Junio (2019) noted that A focus on fault-finding, inadequate teacher
school administrators' supervision practices varied motivation, training gaps, and budget inconsistencies
based on factors like seminars attended, impacting further hinder effective supervision (Dewodo et al.,
instructional performance. Samkage (2013) 2020).
less intricate. However, ancillary services of teachers qualifications, emphasizing the influence of school
might impede supervision due to limited staff available size and culture on the heads' performance.
for school needs, potentially affecting instruction
delivery. Nevertheless, this size allows for manageable Table 3. Summary Table of Instructional Supervisory
monitoring of teacher professional development and Practices of the School Heads during the New Normal
student needs. Additionally, with smaller teacher When Grouped According to School Size
populations, there's a more personalized approach to
addressing professional needs, fostering a closer
professional environment conducive to improving
instructional practices and facilitating instructional
supervision. These findings align with Koussihouede's
(2020) review, emphasizing small schools' prevalence,
manageable supervision, and the Wing Institute's
support for Llego (2017), noting the ease of
management in smaller schools, allowing focused
attention on various aspects of development and
supervision.
Junio (2019) and Samkage (2013), emphasizing the The substantial emphasis on Motivation Practices
school heads' role in managing learning environments underscores the recognition of fostering a positive
and human resources across different school sizes, atmosphere crucial for teacher morale and student
while motivating growth in career, practice, and engagement. Enhancing assessment practices,
assessment. Likewise, Bambi (2014) highlighted the indicated by a lower mean score, is imperative for
pivotal role of school heads in diverse schools, refining instructional supervision.
recognizing varied needs and characteristics in
planning, implementing, evaluating, and reporting for The importance of continuous professional growth,
effective school management and learning supervision. personalized support, and fostering motivational
environments for teachers emerges as crucial for
Table 4. Summary Table of Instructional Supervisory effective instructional supervision in schools during
Practices of the School Heads during the New Normal challenging times. These outcomes align with studies
When Grouped According to Designation of School by Mislang-Sison and Junio (2019), Samkage (2013),
Heads and Qutoshi and Khaki (2014), emphasizing school
heads' role in managing learning environments, human
resources, and holistic school aspects across different
designations, with relentless efforts toward career
growth, practice, assessment, and collective goals for
school improvement.
Therefore, school heads must prioritize delivering This aligns with Mahzan and Nordin's (2021) study,
effective instructional supervision, regardless of their which observed consistent engagement in instructional
school's magnitude. It's essential for them to hone their practices among principals, head teachers, and
instructional supervision skills and ensure meaningful teachers-in-charge, including curriculum alignment,
support and feedback to enhance teachers' instructional instructional coaching, and feedback provision to
practices. These conclusions align with studies by teachers. Grauer (2022) also found similar patterns in
Grauer (2022), indicating the relationship between instructional practices among school heads,
teacher performance and support from school heads in emphasizing the importance of creating positive
small and large schools. Additionally, Mensah et al. learning environments and engaging in professional
(2020) highlighted the independence of the teacher- development regardless of designation. Additionally,
student relationship from school head supervision, comprehensive reviews by Qutoshi and Khaki (2014)
emphasizing that performance is influenced by and Lapus and Pecajas (2022) consistently noted
personal drive and motivations (Lingam & Lingam, uniformity in instructional practices across different
2016; Mahzan & Nordin, 2021). school head designations, supporting the idea of shared
commitments to implementing effective teaching
Table 6. A statistical table showing the Significant strategies and supporting instructional goals.
Difference in the Instructional Supervisory Practices
of the School Heads according to the Designation of Table 7. Summary Table of the Effectiveness of the
School Heads Instructional Supervisory Practices of the School
Heads in Increasing the Quality of Instructional
Practices
environment, potentially boosting teacher morale, Table 8 outlines the hindrances encountered by school
satisfaction, and performance. Effective practices in heads in executing instructional supervisory practices
these areas correspond to improved outcomes for both during the new normal, demonstrating varying mean
teachers and students, fostering skill enhancement scores from 3.41 to 4.20, interpreted as encountered.
among teachers and subsequently enhancing Indicators such as inconsistent work arrangements,
instruction and student learning outcomes. low teacher involvement, and absence of a library
Consequently, the effectiveness of these supervisory emerged with the highest means at 4.23. The findings
practices mirrors the pivotal role of school heads in reveal multifaceted challenges that school heads
achieving the institution's goals, leading to well- encounter in their supervisory roles, spanning
managed teachers, students, and stakeholders, thereby unexpected incidents, overlapping tasks, connectivity
enhancing school performance. issues, geographical constraints, local guidelines,
limited face-to-face interactions, and more. These
Kotirde and Yunos (2015) highlighted the effective obstacles significantly influence instructional
supervision by school heads, emphasizing processes and the overall school environment,
collaboration frameworks, material provisions, and presenting a mix of internal and external factors that
pedagogical development. Encanto's (2021) study impact supervision effectiveness.
echoed similar sentiments, stressing technical
Among the challenges faced, external factors like
assistance in instructional supervision across school
power interruptions, internet connectivity, and
sizes for pedagogical enhancement. Osei et al. (2020)
geographical location lie beyond the direct control of
supported this with a focus on motivating stakeholders,
school heads, affecting instructional flow and
particularly teachers, through mentorship and
communication. On the other hand, internal issues like
opportunities for growth, making their roles more poor supervisory skills, communication gaps, and rigid
manageable. Dewodo et al. (2020) affirmed this, rule imposition directly impede effective supervision
emphasizing the availability of professional and potentially contribute to conflicts within the
development opportunities for all teachers, regardless school community. Notably, the absence of essential
of school size. Finally, Goden's (2016) evaluation facilities like libraries and science laboratories
underlined the necessity for school administrators to hampers quality instruction delivery, limiting teachers'
base their actions on data, devising interventions to capabilities and hindering student learning.
benefit teachers, students, and stakeholders. Additionally, concerns surrounding water sources,
security, and safety further underscore the critical role
Table 8. Hindrances Encountered in the Execution of school heads play in ensuring conducive learning
Instructional Supervisory Practices of the School environments and student well-being. The identified
Heads During New Normal challenges suggest that proactive intervention by
school heads is vital to mitigate hindrances to effective
supervision and enhance school performance.
Addressing issues promptly, such as overcoming
communication gaps, providing essential facilities, and
ensuring a safe environment, is crucial to achieving the
school's objectives. Effective leadership, collaboration,
and communication with stakeholders are pivotal to
address these challenges and improve overall
educational outcomes.
designation, confirming the hypothesis acceptance for Joy and Afalla, Bonimar and Fabelico, Fitzgerald, Managing
educational institutions: School heads’ leadership practices and
both categories. The effectiveness of instructional
teachers’ performance (October 24, 2021). Available at SSRN:
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