Instructional Supervision Techniques of School Administrator in Enhancing Teachers' Competency in Differentiated Instruction

AUTHOR(S)

SWEETZIE L. MALAZARTE

ABSTRACT

This study determines the significant relationship between the extent of instructional supervision techniques of school administrator in enhancing teachers’ competency in differentiated instructions in terms of instructional delivery, classroom management, assessment and personal competencies. The locale of the study is in ACLC College of Ormoc City with fifty-nine (59) full-time teachers, and 1 school administrator involved in the study. The instruments used in the study is taken from the study of Chidi & Victor (2017) in their study on “Principal’s Supervisory Techniques as Correlates of Teacher’s Job Performance in Secondary Schools in Ebonyi State, Nigeria” and Asis et al. (2022) in their study on “Instructional Competence of Public Secondary School Teachers in the District of Naic: Basis for Instructional Enhancement program”. The findings of the study revealed a significant relationship between the instructional supervision techniques employed by school heads and the level of instructional competence in differentiated instruction across key areas, including instructional delivery, classroom management, assessment, and personal competencies of teachers. School heads and teachers should establish clear, measurable goals for improving instructional competence, focusing on differentiated instruction across all domains. Keywords — Instructional Supervision Techniques, School Administrator, Teachers’ Competency, Differentiated Instruction