Instructional Supervisory Skills of Teachers-In-Charge and Classroom Observation Performance of The Junior High School Science Teachers

AUTHOR(S)

ADONIS JOSE B. ALDIANO

ABSTRACT

—— This study was conducted to determine the relationship between the Instructional Supervisory Skills of TeachersIn-Charge and classroom observation performance of science teachers in New Ormoc City National High School. The findings of the study were the bases for the proposed Instructional Supervisory Plan. The method used to gather relevant data was a descriptive-correlational design was used in this study to investigate the relationship between managerial competence of the Teacher-In-Charge and Performance of the Junior High School Science Teachers. This study attempts to shed light on the degree to which managerial competence of Teacher-in-Charge affects Junior High School Science Teachers’ performance using statistical analysis and validated assessment instruments. The relationship between junior high school teachers’ performance on the Classroom Observation Tool (COT) and the instructional supervisory skills of teacher-in-charge. The findings of a correlation study examining the relationship between instructors’ performance on the Classroom Observation Tool (COT) and their instructional supervisory skills (preparation and planning, observation, and learning outcomes) are shown in Table 5. Every set of variables displays a correlation coefficient (r), t statistic or computed value, crucial table value, null hypothesis (Ho) determination, and connection interpretation. Based from the table presented, on the planning and preparation vs. Classroom observation tool, The null hypothesis is rejected because the correlation coefficient, with a computed value, is more than the critical table value. This suggests a statistically significant positive correlation between teachers’ COT performance and instructional supervisors’ preparation and planning abilities while on the Observation vs. COT, In a similar vein, the computed value and correlation coefficient of 0.71 exceed the critical table value. As a result, the null hypothesis is rejected, indicating a strong positive correlation between instructors’ COT performance and instructional supervisors’ observational skills. Lastly, on the Learning Outcomes vs. COT, The null hypothesis is rejected because the computed value and correlation coefficient both above the critical table value. This suggests a strong positive correlation between teachers’ COT performance and their monitoring of learning outcomes. The results in table 5 implied that teachers’ performance as determined by the COT and each of the three components of instructional supervisory skills—preparation and planning, observation, and learning outcomes—show strong positive relationship, as indicated by the high correlation coefficients which means that teachers who are wellsupervised in these areas typically perform better when observed in the classroom. The important connections highlight how important instructional supervisors are to assisting and improving teachers’ teaching techniques. In addition to being correlated with better observed teaching practices, effective supervision in the areas of preparation and planning, observation, and learning outcomes also suggests that focused support in these areas can result in better student outcomes and classroom performance. These results offer insightful information for creating professional development initiatives. The performance of instructors in the classroom can be directly impacted by concentrating on improving instructional supervisory abilities in Preparation and Planning, Observation, and Learning Outcomes. This can support overall school improvement goals. Lastly, the results in table 5 shows a strong positive correlation between instructors’ performance as evaluated by the COT and the instructional supervisory skills of preparation and planning, observation, and learning outcomes. These results highlight how important instructional supervision is in influencing teaching strategies and raising student achievement, both of which support educational institutions’ overall success. Keywords — Instructional Supervisory Skills Classroom Observation Performance Science Teacher