INTRODUCTION
Supervision was focused solely on the inspection of schools and classrooms which was carried out for the sake of control and regulation. There is a strong concern to improve the quality of basic education.
Major emphasis was placed on appraising the general achievement of learners in the subject matter and evaluating teaching methods used by the teachers. The goal of instructional supervision is the improvement of instruction and help teachers, which encompasses various teaching-learning concerns that requires the principal or supervisor equip himself of the skills to perform the various instructional management functions from planning to evaluation.
METHODS
Descriptive co-relational and experimental method of research was employed to evaluate the administrators’ supervisory skills and its impact to teacher’s instructional skills. The data were subjected to the following statistical treatments; frequency count and percentage, weighted mean and standard deviation; t-test for independent samples; F-Test or One Way ANOVA; the Scheffe’s method; and Pearson-Product Moment Coefficient of Correlation
RESULTS/ FINDINGS
Results revealed that the two group of respondents differed in their perceptions as to the instructional skills of the teachers in terms of content, instruction and communication. The findings in this research could uncover strengths and weaknesses in instructional supervision, which could serve as bases for new policies in school administration and supervision.
DISCUSSIONS
The study of classroom supervision and its impact to teacher’s instructional skills was expected to bring realistic reforms or changes in direction and approaches which would surely enrich the supervisory management of basic education. The impact of the teachers towards the supervision brings a positive view that enhance and promote the quality of teaching-learning through the use of flexible learning modalities.
CONCLUSIONS
The following conclusions were drawn based on the above-stated findings;
1.The administrators and the teacher-respondents differed in their perceptions relative to the instructional supervisory skills of the administrators in terms of planning, teaching / class supervision. They rated themselves much higher compared to teachers rating. However, the assessments were almost in the same levels in terms of the supervisory skills of the administrators along relationship.
2.In general, the teacher-respondents perceived themselves “very satisfactory” in terms of instructional skills. On other hand the administrators perceived their teachers to be “very satisfactory. However, in terms of content and communication skills teachers’ self -ratings were much higher.
3.The teachers’ instructional skills in terms of content, instruction and communication were significantly related to the administrators’ instructional supervisory skills in terms of planning, and teaching / class supervision.
Keywords: School, classroom observation, supervisory skills, instructional skills, supervision, assessment, evaluation, impact, content communication.