FREQUENCY OF ADMINISTRATORS’

SUPERVISION AND ITS INFLUENCE ON

TEACHER INSTRUCTIONAL PERFORMANCE

Aida L. Palomar
 STATEMENT OF THE PROBLEM
The main objective of this study was to determine the frequency
of administrators’ supervision and the teacher instructional
performance in the District of Calinog II as influenced by their
attitudes toward their school administrators.
Specifically, answers to the following questions were sought:

1. What is the frequency of Administrators’ supervision in

the District of Calinog II?
2. What is the attitude of teachers in the District of Calinog
II toward their school administrators?
3. What is the instructional performance of the teachers in
the District of Calinog II?
 STATEMENT OF THE PROBLEM

4. Is there a significant relationship between frequency

of administrators’ supervision and teachers’ attitude
toward their school administrator?
5. Is there a significant relationship between the
teachers’ attitude toward their school administrator
and teachers’ instructional performance?
6. Is there a significant relationship between frequency of
administrators’ supervision and teachers’ instructional
performance?
 STATEMENT OF THE HYPOTHESIS

Based on the questions presented, the following hypotheses

were advanced:
1. There is no significant relationship between frequency of
administrators’ supervision and teachers’ attitude toward their
school administrator.
2. There is no significant relationship between the teachers’
attitude toward their school administrator and teachers’
instructional performance.
3. There is no significant relationship between frequency of
administrators’ supervision and teachers’ instructional
performance.
 THE RESEARCH PARADIGM

Independent Moderating Dependent

Variable Variable Variable

Frequency of Teachers’ Teacher

Administrators’ Attitude towards
their School Instructional
Supervision
Head Performance

Figure 1, The schematic diagram, shows the hypothesized relationship among

the variables used in this study.
 ABSTRACT

This descriptive-associative research was conducted to find

out frequency of administrators’ supervision and its influence on
teachers’ instructional performance in the District of Calinog II
for the school year 2010-2011. The independent variable was
the frequency of administrators’ supervision whereas the
dependent variable was teachers’ instructional performance with
the teachers’ attitude towards their school head as the
moderating variable. The study covered fourteen (14) complete
elementary schools in the District of Calinog II.
 ABSTRACT

The respondents were ninety-six (96) randomly selected

teachers and the respective school administrator of each of the
fourteen (14) elementary schools. The teacher respondents
were proportionately taken from each school. The data
gathering instruments used were in two sets: Set A, a
researcher made-questionnaire for the frequency of
administrators’ supervision and the teachers’ attitude toward
their school administrators, which was filled in by the teacher
respondents.
 ABSTRACT

Set B, a researcher-made observation checklist for the

teachers’ instructional performance rated by the school
administrator respondents. This study was conducted in
January 2011. The data gathered were subjected to
descriptive and inferential statistics. The statistical tools
used were Mean, Frequency, Percentage, Standard
Deviation and Pearson’s r.
 ABSTRACT

Results of this study revealed that the frequency of

administrators’ supervision in the District of Calinog II as
an entire group was “sometimes”. It also revealed that the
teachers in the District of Calinog II have a “Positive”
attitude toward their school administrators. Furthermore,
teachers in the District of Calinog II have an “Outstanding”
instructional performance.
 ABSTRACT

This study found no significant relationship between

the teachers’ attitude toward their school administrators
and their instructional performance. On the other hand, it
ascertained that there is a significant relationship between
the frequency of administrators’ supervision and the
teachers’ attitude toward their school administrators. It
also revealed a significant relationship between the
frequency of administrators’ supervision and the teachers’
instructional performance.
 ABSTRACT

This means that the teachers’ attitude toward their

school administrators and the teachers’ instructional
performance are influenced by the frequency of
administrators’ supervision.
 CHAPTER 4
Presentation of Results
 RESEARCH DESIGN

Table 2. Frequency of Administrators’ Supervision in the

District of Calinog II for the School Year 2010-2011
 
Category Mean sd Description

Entire Group 2.31 1.09 Sometimes

Legend:
Mean Description
1.00-1.75 Seldom
1.76-2.50 Sometimes
2.51-3.25 Often
3.26-4.00 Always
 Table 2 shows the frequency of administrators’

supervision in the District of Calinog II. The table reveals

that administrators’ supervision in the District of Calinog II

is done “sometimes” with the mean of 2.31.

Table 3. Attitude of Teachers in the District of Calinog II
toward their School Administrators for the School Year
2010-2011
 
Category Mean sd Description
Entire Group 3.91 .99 Positive

Scale:
Mean Description
1.00-2.30 Negative
2.31-3.60 Fairly Positive
3.61-5.00 Positive
 
 Table 3 shows the attitude of teachers in the District of

Calinog II toward their school administrators. It reveals

that teachers in the District of Calinog II have “Positive”

attitude toward their school administrators with the mean

of 3.91.
 Table 4. Teachers’ Instructional Performance in the District
of Calinog II for the School Year 2010-2011
 
Category Mean sd Description

Entire Group 8.54 .68 Outstanding

Scale:
Mean Description
2.00-3.60 Poor
3.61-5.20 Fairly Satisfactory
5.21-6.80 Satisfactory
6.81-8.40 Very Satisfactory
8.41-10.00 Outstanding
 Table 4 shows the teachers’ instructional performance

in the District of Calinog II. It reveals that teachers in the

District of Calinog II have an “Outstanding” instructional

performance with the mean of 8.54.

 Table 5. Pearson’s Correlation Results for the relationship
between Frequency of Administrators’ Supervision and
Teachers’ Attitude toward their School Administrator

Correlated Variables N r Sig. Decision

Frequency of
Administrators’ Supervision 96 .355** .000 Reject H0
and Teachers’ Attitude
toward their School
Administrator
** Correlation significant at .01 level (2-tailed)
 Table 5 shows the Pearson’s Correlation results for the
relationship between frequency of administrators’ supervision and
teachers’ attitude toward their school administrator. It reveals a
significant relationship between frequency of administrators’
supervision and teachers’ attitude toward their school
administrator, having the correlation coefficient of .355 which is
found to be significant at .01 level.

The null hypothesis which states that there is no significant

relationship between frequency of administrators’ supervision and
teachers’ attitude toward their school administrator is rejected.
 Table 6. Pearson’s Correlation Results for the relationship
between Teachers’ Attitude toward their School
Administrator and Teachers’ Instructional Performance

Correlated Variables N r sig. Decision

Teachers’ Attitude toward
their School Administrator 96 .002 .98 Accept H0
and Teachers’ Instructional
Performance
 Table 6 shows the Pearson’s Correlation results for the
relationship between teachers’ attitude toward their school
administrator and teachers’ instructional performance. It reveals no
significant relationship between teachers’ attitude toward their
school administrator and teachers’ instructional performance.

The null hypothesis which states that there is no significant

relationship between the teachers’ attitude toward their school
administrator and teachers’ instructional performance is therefore
accepted.
 Table 7. Pearson’s Correlation Results for the
relationship between Frequency of Administrators’
Supervision and Teachers’ Instructional Performance

Correlated Variables N r Sig. Decision

Frequency of Administrators’
Supervision and Teachers’ 96 .311** .002 Reject H0
Instructional Performance

** Correlation significant at .01 level (2-tailed)

 Table 7 shows the Pearson’s Correlation results for the
relationship between frequency of administrators’ supervision
and teachers’ instructional performance. It reveals a significant
relationship between frequency of administrators’ supervision
and teachers’ instructional performance, having the correlation
coefficient of .311.
The null hypothesis which states that there is no significant
relationship between frequency of administrators’ supervision
and teachers’ instructional performance is rejected.
CHAPTER 5
Summary, Conclusions,
Implications and
Recommendations
 Summary of the Research Design

This descriptive-associative study was conducted to

determine the relationship of frequency of administrators’
supervision and teachers’ instructional performance as
influenced by the teachers’ attitude toward their school
administrators in the District of Calinog II for the school
year 2010-2011.
The study aimed to find out whether or not the
frequency of administrators’ supervision and teachers’
instructional performance were significantly correlated.
 Summary of the Research Design

The respondents were 14 elementary school

administrators and 96 randomly selected teachers in the
District of Calinog II. The instruments used were
researcher-made questionnaires patterned from the
Supervisory Relationship Questionnaire and Teacher
Classroom Observation Rating Checklist. The data
gathered were tallied, tabulated, analyzed and subjected
to descriptive and inferential statistics with the significance
level set at 0.05 alpha.
 Implications for Theory and Practice

The results of this study had led to some implications

for both theory and practice in relation to the frequency of

administrators’ supervision and its influence on teacher

instructional performance in the District of Calinog II for

the school year 2010-2011.

 A. For Theory

The results of this study coincided with various studies indicating

supervision can affect performance. One of them was a study
conducted by Landany et al., in 2005. It found out that supervisory
alliance is essential to supervision effectiveness and that supervisory
support and direction are important to the supervisee learning. This
study found out that frequency of administrators’ supervision has an
influence on teacher instructional performance. Hence, to encourage
the supervisory alliance important to supervisee learning, school
administrators must suit the frequency of supervision done on how
each individual teacher responds to it.
 A. For Theory

This is supported by Zepeda and Ponticell’s study in 1998,

which found out that, teachers who were visited numerous
times by their supervisor felt validated and empowered to take
risks without fear of consequences for failure. Teachers who
were willing to take instructional risks were open to change and
flexibility. A positive relationship between the supervisor and
teacher fostered by trust and frequent visits encouraged
teacher autonomy.
 B. For Practice

The results of this study will be very useful to curriculum planners

and policy makers in the field of education. This can provide them the
idea of how often should school administrators’ supervision should be
conducted for better teacher instructional performance and perhaps
make it a standard for the betterment of every school.

Moreover, this can provide information on the significance of

bonding between them which can be developed through appropriate
frequency of supervision that would enhance the teacher-
administrator relationship.
 Summary of Findings

The significant findings of the study were as follows:

1. The frequency of administrators’ supervision in the District of

Calinog II was done “sometimes” with the mean of 2.31.
2. The teachers in the District of Calinog II have a “positive”
attitude towards their school administrators with the mean of
3.91.
3. The teachers in the District of Calinog II have an “outstanding”
instructional performance having the mean of 8.54.
 Summary of Findings

4. There was a significant relationship between the frequency of

administrators’ supervision and teachers’ attitude towards their
school administrators with a correlation coefficient of 0.355
which was found significant at 0.01 level.
5. There was no significant relationship between teachers’
attitude towards their school administrator and teachers’
instructional performance.
6. There was a significant relationship between frequency of
administrators’ supervision and teachers’ instructional
performance with the correlation coefficient of 0.311.
 Conclusion

Based on the findings presented, the following conclusions

were drawn:
1. Frequency of administrators’ supervision significantly
influenced the teachers’ attitude toward their school
administrators.
2. Teachers’ attitude towards their school administrators
has no significant influence on teachers’ instructional
performance.
3. Teachers’ instructional performance was influenced by
the school administrators’ frequency of supervision.
 Implications

Based on the findings of the study, conclusions drawn, and

considering the limits set, it could therefore be implied that the
frequency of administrators supervision is significantly related to
the teachers’ attitude toward their school head and the teachers’
instructional performance. It further implies that the teachers’
instructional performance is not influenced by or significantly
related to the teachers’ attitude toward their school
administrators. These are supported by the Pearson’s r
correlation results correlating the three variables.
 Implications

Furthermore, the findings of this study made an opposite

relationship between frequency of administrators’ supervision
and teachers’ instructional performance; and between
instructional supervision and teacher performance, as reflected
in Señar’s (2003) study.

In this study, frequency of administrators’ supervision

correlated significantly with the teachers’ instructional
performance. Conversely, Señar’s (2003) study found out that
there was a very low correlation between instructional
supervision and teacher performance.
 Recommendations
Based on the findings, the researcher recommends that…
1. School administrators should be aware and consider the
influence of the frequency of supervision to the attitude of
teachers toward them and to the teachers’ instructional
performance.

2. School administrators should make adjustments to the

frequency of supervising teachers so as for teachers to
respond best to the supervisory process and therefore,
perform best.

3. In a likely manner, school administrators should also make

adjustments to the frequency of supervising teachers so as
for them to maintain a harmonious relationship between
them and their constituents, as well as with parents and
 Recommendations
4. It is recommended for teachers to acknowledge the
influence of the frequency of administrators’ supervision in
their attitude toward their school administrators and their
instructional performance and, therefore, should make
adjustments and improvements to cope with it.

5. Since this study is set with certain limits, an expanded

(including more variables and a wider scope) and a more
updated version of the study should be conducted.
END