Instructional Supervision Skills of Head Teachers and Performance of Junior High School Teachers of Villaba National Comprehensive High School

AUTHOR(S)

ELVIE R. SALADAGA

ABSTRACT

—— This study determined the significant relationship between the Instructional Supervisory Skills of Heads Teachers and Performance of Junior High School Teachers in Villaba National Comprehensive High School. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design will be used in this study to look into the connection between the performance of Junior High School Teachers and the instructional supervisory skills of Head Teachers. It is possible to evaluate both variables methodically thanks to this design, which facilitates the investigation of any potential correlations between them. This study aims to clarify the relationship between instructional supervision skills of Head Teachers and the Performance of Junior High School Teachers of Villaba National Comprehensive High School. The relationship between teachers’ performance on the Classroom Observation Tool (COT) and the Instructional Supervisory skills of Head Teachers. It does this by looking at correlations between important factors and their implications. In order to decide whether to accept or reject the null hypothesis (Ho) and to interpret the significance of the association, each correlation is evaluated using computed values that are compared to critical values at a significance level of 0.05. Teaching quality is highly impacted by excellent preparation and planning, observational skills, and a focus on learning outcomes, as suggested by the strong correlations found. Going forward, utilizing these connections can enable school administrators to use focused tactics that improve instruction, eventually encouraging academic success and excellence in education within the school community. Based from the results in table 5, the substantial positive association between Teachers’ COT performance and the instructional supervisory skills related to preparation and planning is indicated by the correlation coefficient. Ho is rejected because the computed value is more than the critical table value. The strong correlation implies that school heads’ efficient planning and preparation have a good impact on teachers’ performance during COT-based classroom observations. During CO or Classroom Observation evaluations, teachers who are very skilled at organizing and planning lessons are likely to offer clear direction and assistance, which is reflected in their higher observed teaching quality. On the other hand, the substantial positive link between school heads’ observing abilities and teachers’ COT performance is indicated by the correlation coefficient. Ho is rejected because the estimated value likewise more than the critical table value which means that higher COT performance among teachers is correlated with effective classroom observation abilities demonstrated by school heads. This suggests that school heads who are skilled at observing instructional strategies can offer insightful criticism and encouragement, resulting in enhanced instructional quality and conformity to academic standards. Lastly, the substantial positive link between teachers’ COT performance and learning outcome assessment is indicated by the correlation coefficient. Ho is rejected because the estimated value is more than the critical table value. This implies that the Teachers who closely monitored and recorded learning outcomes are more likely to supervise instructional strategies that improve teachers’ COT performance. This emphasizes the value of education that is outcomes-driven and the part that assessment plays in directing visible instructional improvements in classroom environments. Keywords — Instructional Supervision Skills of Head Teachers- Performance of Junior High Teachers