Effect of School Heads’ Clinical Supervision Skills on Teachers’ Teaching Proficiency and Pupils’ Mastery Learning Performance

AUTHOR(S)

Ricardo A. Dagpin, E.M.D

ABSTRACT

Clinical supervision is a process whereby the school head assists the classroom teacher to improve teaching instruction to enhance students’ learning. This study determined the effect of school heads’ clinical supervision skills on teachers’ teaching proficiency and pupils’ mastery learning performance in Zamboanga del Norte, Dipolog City, and Dapitan City divisions during the school year 2019 – 2020. It employed survey and correlational methods of research involving 258 school heads and 374 teachers. Frequency count, percent, weighted mean, MannWhitney U Test, Kruskal-Wallis H Test, Post Hoc Analysis using Tukey’s test, and the Spearman Rank-Order Correlation Coefficient treated the collected data. Findings revealed that school heads were much skillful in clinical supervision. On the contrary, however, teachers with highly proficient teaching performance based on the Philippine Professional Standards for Teachers rated their school heads less skilled. Furthermore, pupils obtained average mastery learning performance in the National Achievement Test. Moreover, school heads’ clinical supervision skills were highly and positively correlated with and significantly related to teachers’ teaching proficiency and the pupils’ mastery learning performance. The study concludes that the teachers are appropriately structured by the skillful school heads to explore and enhance their proficiency, honing the pupils with the necessary skills and abilities needed in the 21st century. Hence, it is recommended that teachers remain open to school supervision and management changes that trail further their practices to reflect additional avenues by which teaching proficiency can significantly translate the mastery learning performance among the pupils and the Department of Education standards.