ABSTRACT
The purpose of this study was to determine the impact of instructional supervisory practices of school leaders to the instructional competence of teachers in Gumaca West District, Division of Quezon. This study utilized methodological triangulation for it uses both qualitative and quantitative methods in gathering data. One of which is the Focus Group, free-flowing discussion with the group of teaching and non-teaching staffs. To determine the common instructional supervisory practices exhibited, interview was conducted among school heads, department heads and master teachers. The quantitative approach which involves statistical analysis such as Mean, Standard Deviation and Pearson Correlation Coefficient, relies on numerical evidence to test the relationships between variables and draw conclusions on the relationship between the four dimensions of teachers’ instructional competence. For quantitative method, two sets of survey questionnaire (one each for school leaders and teachers) measured on a 5-point Likert scale were distributed to collect data determining the extent of instructional supervisory practices exhibit by school leaders and the level of practice of instructional competence of teachers. A sample size of 104 participants (24 school heads and 80 master teachers and teachers) representing 30% of the target population was used for the study. All 24 school heads were purposively sampled for the study because the study sought to find the instructional supervisory practices of school leaders. Simple random sampling technique was utilized in choosing teacher participants. Triangulation strategy and thick description were used to address validity concerns and obtained dependability as well as a detailed report on the process for future study with same focus. The result of the analysis revealed that instructional supervisory practices that the school leaders in Gumaca West District have in common were exhibited to a very much extent and that all aspects indicated in teachers’ instructional competence were highly practiced. The result also revealed that there was significant relationship in the instructional competence of teachers in all the four (4) aspects, having the computed p-value is 0.001 that made the decision to reject the null hypothesis (Hₒ). The study concluded that instructional leaders have a great impact and contributions on teachers’ instructional competence. It is also concluded that in an improved and well-managed school, apparently produce teachers who are more competent and effective transmitter of knowledge. It was recommended that the school instructional leaders may continuously intensify their monitoring and professional development activities for all teachers to keep or even enhance the level of teachers’ instructional competence.
Keywords: School Leaders, Instructional Supervisory Practices, Teachers’ Instructional Competence, Technical Assistance, Classroom Observation, Professional Development
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