ºÚÁϳԹÏÍø

Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 14 no. 4 (2023)

The Instructional Supervisory Competencies of Master Teachers in the Division of Rizal: Inputs for an Enhanced Professional Development Program

Sonny Matias

Discipline: Education

 

Abstract:

The study was conducted to assess the instructional supervisory competencies of the master teachers in the Division of Rizal during the school year 2022-2023. The study utilized descriptive evaluative that used survey checklist that included the 178 master teachers through Slovenes formula. Frequency counts, weighted means, percentages, and Pearson r were the statistical tools used with the questionnaire-checklist administered to the respondents. The study assessed the profile of the respondents as to personal variables such as age, gender, civil status, highest educational attainment, and instructional supervisory experience. Likewise, the frequency and mean on the instructional supervisory practices of the master teachers in content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. The study revealed that the master teachers are highly proficient in terms of curriculum and planning, assessment and reporting skills, community linkages and professional engagement skills and personal growth and professional development skills. The levels of instructional supervisory competencies of the master teachers were significantly correlated as assessed by the master teachers themselves and by the teachers in terms of learning environment, diversity of learners and assessment and reporting. There was no significant relationship on the level of supervisory competencies of the master teachers in terms of their profile. The majority of the master teachers are in favor of having an enhanced continuous personal and professional development program. The study recommended that master teachers and aspiring master teachers must be required to finish post graduate studies. Master teachers must acquire experience and attend seminars, workshops, and meetings which are relevant to their supervisory work. They should continue updating themselves on current trends, especially in the field of education. Master teachers must be capacitated on the performance of their duties and responsibilities, on enhancing their instructional supervisory competencies, and on administrative functions that they are directly performing in school. An ongoing personal and professional development and training program for master teachers on supervisory competencies and practices should be a priority area to prepare and train future effective and efficient master teachers. Master teachers need to be engaged in a professional learning community to enhance their competence as instructional leaders and discuss concerns related to their duties and responsibilities.



References:

  1. Abubakar, Al-Munnir. “The Role of Educational Supervisors towards Improving Teachers Performance”. Published Doctoral Dissertation; Bauchi State University, Nigeria, 2015. Retrieved August 24, 2019, from
  2. Alexander, V. et. al., (2017) “Professional and Career Development of Teachers.” Journal of Contemporary Educational Studies. Retrieved November 17, 2022, from:
  3. Alforte, N. B., Arnejo, J. M., & Potane J. D., (2021). “Phases of Collaboration in Exploring Master Teachers’ Competence.” International Journal of Sciences: Basic and Applied Research. Retrieved May 12, 2023, from
  4. Amua-Seyki, E. T., (2016) “Assessment, Student Learning and Classroom Practice: A Review.” Journal of Education and Practice Vol. 7, No. 21, 2016. Retrieved November 15, 2022, from:
  5. Anacleto, G. C., “Instructional Supervision to the Faculty of Pagsanjan District Division of Laguna in their Teaching Pedagogy During the New Normal.” Psychology and Education: A Multidisciplinary Journal. Retrieved January 15, 2023, from
  6. Arcenal, J. T., Laude, T. M., Ralar, TJ., T., (2018) “Master Teachers as Instructional Leaders: An Exploration of School Leadership capacity in the Division of Biliran.” International Journal of Sciences: Basic and Applied Research. Retrieved May 11, 2023, from
  7. Archibong, F. I., (2013) “Instructional Supervision in the Administration of Secondary Education: A Panacea of Quality Assurance.” European Scientific Journal. Retrieved November 22, 2021, from
  8. Arong, F. E., and M. A. Ogbadu, (2010) “Major Causes of Declining Quality Education in Nigeria Administrative Perspective: A case Study of Dekina Local Government Area. Canadian Social Sciences. Retrieved November 22, 2021, from:
  9. Arrieta, G. S., & Ancho, I. V., (2021) “Filipino Teacher Professional Development in the New Normal.”            ResearchGate.           Retrieved        May     13,       2023,   from
  10. Bates, AW., (2015) “Building an Effective Learning Environment.” BC Campus.
  11. Retrieved October 3, 2022, from
  12. Barth, R. (2011). Teacher leader. In E. B. Hilty (Ed.), “Teacher leadership: The “new” foundations of teacher education.” (pp. 22-33). NY: Peter Lang Publishing, Inc.
  13. Caluyua-Yambi, T. D., (2020) “Assessment and Evaluation in Education.” Retrieved November 14, 2020, from
  14. Carandang, Melanie P. “Roles and Responsibilities of Master Teachers in
  15. Public Elementary Schools in the Division of Lipa City” Unpublished Research Golden Gate College, 2016.
  16. Benedict, Umo. “Supervisory Role of Principals in Enhancing Teachers’ Professional Development in Secondary Schools in Kitui West District, Kenya”. Published Doctoral Dissertation the Catholic University of Eastern Africa, 2013. Retrieved August 24, 2019, from
  17. Darling-Hammond, L., Hyler, M. E., Gardner, M., (2017) “Effective Teacher Professional Development.” Retrieved December 13, 2021, from
  18. DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers
  19. DepEd Order No. 35, s. 2016 – The Learning Action Cell as a K to12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning
  20. DepEd Order No. 36, s. 2013 – Our Department of Education Vision, Mission, and Core Values (DEPED VMV)
  21. Douglas-Faraci, D., (2013). “Diversity of Learners, Differentiated Instruction, and e- Learning.” Purdue Global. Retrieved October 4, 2022, from
  22. Egwu, S., (2015) “Principals Performance in Supervision of Classroom Instruction in Ebonyi State Secondary Schools. Journal of Education and Practice.” Retrieved November 22, 2021, from
  23. Epstein, J. L., (2018) “School Family and Community Partnerships in Teacher’s Professional Work.” Journal of Education for Teaching. Retrieved November 16, 2022, from:
  24. Fischer, C. F., (2021) “Supervision of Instruction.” Retrieved December 1, 2021, from
  25. Forbes, Gilber M., “Trends and Issues: Roles of School Heads as Instructional Leader, Administrator and Manager”. DepEd Quezon, CALABARZON, 2011. Retrieved November 14, 2019, from
  26. Ghavifekr, S., and M. Ibrahim, (2014) “Head of Departments’ Instructional Supervisory Role and Teachers’ Job Performance Perceptions. Asian Journal of Social Science and Management Studies. View at Google Scholar Retrieved form
  27. Goden* et al., “Influence of School Heads’ Instructional Competencies On Teachers’ Management in Leyte Division, Philippines”. Naval State University- Main Campus Naval, Biliran, Philippines, 2016. Retrieved November 14, 2019, from
  28. Ismail, I. B., (2018) “An Important role of Educational Supervision in the digital Age.” The International Journal of Counseling and Education. Vol.3, No.4, 2018. Retrieved November 20, 2021, from:
  29. Jadhav, V. G., (2014) “Professional Development of Teachers.” Global Online Electronic International Interdisciplinary Research Journal. Retrieved November 21, 2022, from
  30. Jomuad, P. D., (2020), “Level of Involvement of Master Teachers in Community linkages.” Professional Journal for, by & of Teachers. Retrieved May 12, 2023,\ from
  31. Kapur, R., (2018) “Curriculum and Instructional Planning.” Retrieved November 13, 2022 from:
  32. Kutsyuruba, Benjamin. “Instructional Supervision: Perceptions of Canadian and Ukrainian       Beginning high-school teachers”. Published Masters’ Thesis University           of Saskatchewan, 2003.            Retrieved        August 23,       2019,   from
  33. Kweku Esia-Donkoh. “Effects of Educational Supervision on Professional Development: Perception of Public Basic School Teachers”. Published Doctoral Dissertation, CETDAR, University of Education, 2014. Retrieved August 24, 2019, from
  34. Lapid, J. R., (2021) “Instructional Supervision Under the New Normal in Education: Tenets      of Job-Embedded Learning.” Depedbataan.com Publications. Retrieve January 15, 2023, from
  35. Laude, T. M., Ralar, T. J., & Arsenal J. T., (2018) “Master Teachers as Instructional Leaders: An Exploration of School Leadership Capacity in the Division of Biliran. International Journal of Science: Basic and Applied Research (IJSBAR), 40(1), 50-74. Retrieved from
  36. Lee. C., (2018) “Instructional Design Models and Theories: Connectionism” Arizona State       University,            Teach  Online. Retrieved        December       1,         2021,   from
  37. Lopez, Ma. Clemen. A. “Classroom Supervisory Practices and Their Relationship to Teacher
  38. Effectiveness as Perceived by Secondary Teachers”. Published Doctoral Dissertation; Saint Michael College of Caraga, 2016. Retrieved August 24, 2019, from
  39. Malunda, P., Onen, D. Musaazi, J. C.S., & Oonyu, J., “Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda.” College of Education and External Studies, Makarere University, P.O. Box 7062, Kampala, Uganda. Journal of Education and Practice. ISSN 2222-288X (Online). Retrieved November 19, 2021, from:
  40. Mandell, E. D, “Supervisory Practices and Their Effect on Teacher's Professional Growth”. Doctoral Dissertation, University of Pittsburgh. 2006. Retrieved November 14, 2019, from
  41. Mann, D., Leutscher, T., & Reardon, R. (2013) “Findings from a Two-year Examination of Teacher Engagement in TAP schools across Louisiana. Retrieved from
  42. Mariňas, R. (2013) “Principals Leadership Behaviors in Relation to teachers Empowerment. Thesis. Foundation University, Dumaguete City. Retrieved November 20, 2021, from:
  43. Masuku, Silvester. “The Instructional Supervisory Skills of School Head in Creating a Culture of Teaching” Published doctoral dissertation University of South Africa, 2011. Retrieved August 24, 2019, from
  44. McBrayer J. S., Carter, Gutierrez de Blume, et. al. (2023) “Instructional Leadership Practices and School Leader’s Self-Efficacy.” School Leadership Review: Vol. 15 Retrieved from
  45. McCombes, S., (2019) “Descriptive Research.” Scribb. Retrieved from
  46. Mendoza, J. J., Bautista C. S. (2022) “Master Teachers’ Leadership Practices, Instructional Competence and Performance of Senior High Teachers in the City Division of Laguna.” International Journal of Social Science and Education Research Studies. Retrieved January 5, 2023, from
  47. Method, Abigail Mae., “Component 1A: Knowledge of Content and Pedagogy.” Educators Portfolio 2018. Retrieved October 2, 2022, from
  48. Milamowski, A., (2011) “Measuring Teacher Performance for Strategic Human Capital Management. In A. Odden (ed). Strategic Management in Education. New York, NY: Routledge. Retrieved November 19, 2021, from:
  49. Mohanasundaram, K., (2018) “Curriculum Design and Development.” Journal of Applied and Advanced Research. Retrieved November 13, 2022, form
  50. Moore, Deborah Renee. “Master Teachers as Instructional Leaders: An Instrumental Case Study”. Published Doctoral Dissertation, Liberty University Lynchburg VA, 2015. Retrieved August 23, 2019 from
  51. Movchan, Sergiy, “What Makes a Good Learning Environment.” Racoon Gang 2018 Retrieved October 2, 2022, from
  52. Mumo, Rosalia Mwikali. “Instructional Supervisory Skills used for Academic Performance by Head teachers in Kenya Certificate of Secondary Education”. Published doctoral dissertation; Maasai Mara University, 2014. Retrieved August 24, 2019, from
  53. Netolicky, D. M., (2020) “Transformational Learning: What, why, and how?” Independent Education. Retrieved from
  54. Nzambi, N. P. “Role of the Head Teacher in Instructional Supervision as Perceived by Teachers in Secondary Schools”. Published Masters’ Thesis, Kenyatta University 2012. Retrieved August 24, 2019, from
  55. Okendu, J. N., (2012) “The Influence of Instructional Process and Supervision on Academic Performance of Secondary School Students of River State, Nigeria. Academic Research International Journal. Retrieved November 22, 2021, from:
  56. Oyewole, K. B., and G. B. Ehinola, (2014) “Relevance of Instructional Supervision in the Achievement of Effective Learning in Nigeria Secondary School. Global Journal of Commerce and Management Perspective. Retrieved November 22, 2021, from:
  57. Pescuela, C., (2015) “Extent of School Administrators’ Implementation of Instructional Leadership and its Relation to their Teachers’ Performance. Thesis. Foundation University, Dumaguete City. Retrieved November 20, 2021, from
  58. Quisquino, JM. F., (2022) “Master teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal.” International journal for Research in Applied S          cience. Retrieved May 12, 2023, from
  59. Roxas, V. S., (2014). “Diversity of Learners.” Orion Elementary School, Orion Bataan Retrieved October            3,         2022,   from
  60. Reyes, L., (2019). “Instructional Leadership Competencies of Master Teachers in the Division of Cavite: Basis for a Proposed Mentoring and Coaching Model.” Ascendens Asia Journal of Multidisciplinary Research Abstracts. Retrieved May 8, 2023, from
  61. Sankale, T. A., (2015) “Influence of Headteachers’ Instructional Supervisory Practices on Pupils Performance.” UoN Research Archive. Retrieved May 16, 2023, from
  62. Sindhvad, Swetal P. “School Principals as Instructional Leaders: An Investigation of School Leadership Capacity in the Philippines” Published Dissertation Submitted to the Faculty of the Graduate School of the University of Minnesota. 2009 Sindhvad_umn_0130E_10712
  63. Sithole, N., “Promoting a Positive Learning Environment: School Setting Investigation.” University of South Africa. Retrieved May 10, 2023, from
  64. Stuckey, T. B., “Content versus Pedagogy.” Moc 2021. Retrieved October 2, 2022, from
  65. Sule, M., (2013) “The Influence of the Principals’ Supervisory Demonstration Strategy on Teacher’s Job Performance in Nigeria Secondary Schools.” IQSR Journal of Humanities and Social Science Vol, 2 (1). Retrieved January 8, 2023, from
  66. Sule, M. A., Ameh, E., Egbai, M. E., (2015) “Instructional Supervisory Practices and Teachers’ Role Effectiveness in Public Secondary Schools in Calabar South Local Government Area of Cross River State, Nigeria.” Journal of Education and Practice. Retrieved November 19, 2021, from
  67. TALIS (2018), “The Professional Development of Teachers.” Creating Effective Teaching and Learning: First Results from TALIS – ISBN 978-92-64-05605-3. Retrieved December 12, 2021, from
  68. Tesfaw, T.A. “Instructional Supervision and Its Relationship with Professional Development: Perception of private and government Secondary school teachers in Addis Ababa” Published Masters’ Thesis University of Groningen 2012 Retrieved August 24, 2019, from
  69. Tesfaw, T. A., & Hofman, R. H., (2014) “Relationship between Instructional Supervision and Professional Development.” The International Educational Journal: Comparative Perspectives. Retrieved November 19, 2021, from
  70. Tolipas-Torremoro, N. & Colocado, P. M., (2021), “Professional Development Practices and Teaching Competencies for Senior High School Teachers: Basis for an Intervention Program.” Journal of Academic Research, Retrieved November 16, 2022, form:
  71. Usma, Y. D., (2015) “The Impact of Instructional Supervision on Academic Performance of Secondary School in Nasarawa State, Nigeria. Journal of Education and Practice. Retrieved November 19, 2021, from:
  72. Violet, Makokha Nekesa. “Factors Influencing Principals’ Instructional Supervision Practices in Public Secondary Schools in Makadara Sub-County, Nairobi County, Kenya”. Published Masters’ Thesis University of Nairobi, Kenya 2015.  Retrieved           August 24, 2019,         from
  73. Vello, A., Komuji, M. A., & Khalid, R. (2013) “The Effects of Clinical Supervision on The Teaching Performance of Secondary School Teachers. Procedia-Social and Behavioral Science, Retrieved November 19, 2021, form:
  74. Wanzare, S., (2012) “Instructional Supervision in Public Secondary Schools in Kenya.” Educational Management, Administration and Leadership. View at Google Scholar. Retrieved from .
  75. Yukl, G. (2012) “Leadership in Organizations.” New Jersey: Prentice Hall. Retrieved from .
  76. Zepeda, S. J., (2010) “Instructional Supervision: Applying Tools and Concepts.” 3rd ed. New York: Eye on Education. Retrieved November 19, 2021, from

Tools


Copyright © 2026   ºÚÁϳԹÏÍø