School Head's Instructional Supervision Competence, Classroom Management of Teachers and Learners' Behavior in Kananga III District

AUTHOR(S)

ALDREN B. SINGSON JR.

ABSTRACT

Instructional supervision is a process aimed at improving teaching practices through guidance, support and feedback. The main goal is to enhance the quality of education by fostering professional growth among teachers and improving learners learning outcomes. To achieve this goal, school heads must possess the instructional supervision competence to effectively conduct classroom monitoring and supervision on teaching and learning. Further, teachers must also be equipped with the necessary classroom management strategies to develop positive behavior of learners. Hence, this study was formulated to determine the relationship of instructional supervision competence of school heads, classroom management strategies of teachers and behavior of learners. A descriptive-correlational research design was employed utilizing varied survey questionnaire to measure the variables of the study. There are 25 teachers, 2 school heads and 100 selected learners enrolled in San Ignacio and Montebello Elementary Schools of Kananga III District, Leyte Division. Evaluating the data gathered using the simple percentage and weighted mean, the study revealed a very high level of instructional supervision competence of school heads, classroom management strategies of teachers in terms of motivation in the classroom, physical aspects of the classroom, teacher-learner interaction, classroom rules and regulations and feedback on learners’ work and likewise a very high extent of behavior of learners in the classroom during instructional supervision were received. Employing the Pearson r tool, it was revealed a strong significant relationship between instructional competence and learners’ behavior, while moderately significant relationship was revealed between the classroom management strategies of teachers and learners’ behavior. Finally, a very strong significant relationship was attained between the instructional supervision competence of school heads and classroom management strategies of teachers utilized during the monitoring and supervision conducted. Thus, regular conduct of instructional supervision to teachers motivates them in providing effective classroom management strategies in teaching which helps in developing a very high extent of learners’ behavior which leads in achieving positive learning outcomes. Keywords — School Head, Instructional Supervision Competence, Classroom Management, Teachers, Learners’ Behavior