School Head’s Supervisory Skills, Performance of Teachers and Academic Performance of Students in General Biology 1

AUTHOR(S)

JENNIFER G. MONTANA

ABSTRACT

—— This study determined the significant relationship between the School Head’s Instructional Supervisory Skills, Performance of teachers and Academic Performance of Students in General Biology 1 in Ormoc City Senior High School. A proposed Instructional Supervisory Plan was formulated based on the result of the study. This study employed the descriptive research design in describing the different instructional supervisory skills of learners which focus on the Preparation and Planning, Observation, and Assessing and Reporting of Learning Outcomes in relation to the performance of the teachers based on the Classroom Observation Tool (COT) and Academic Performance of learners. The results of the study will be the basis for a proposed instructional supervisory plan. The test of relationship between the Instructional Supervisory Skills, Classroom Observation Performance and Academic Performance of Senior High School Learners in General Biology. It includes correlation coefficients (r), computed values or t-statistics, critical table values at a significance level, decisions on the null hypothesis (Ho), and interpretations, shows the results of the test of relationships between instructional supervisory skills (Preparation and Planning, Observation, Learning Outcomes) and Classroom Observation Performance (COT), as well as their correlation with Academic Performance of Senior High School (SHS) learners in General Biology. Based from the results in table 6, it shows that the Preparation and Planning, Observation, Learning Outcomes, and Classroom Observation Performance (COT) had very high correlation coefficients. Each component of instructional supervisory skills and performance in classroom observations had high positive associations, as seen by these coefficients. In particular, the connections between COT and preparation and planning, observation, and learning outcomes are all significantly higher than the crucial table value, according to the computed values/t. As a result, the null hypothesis (Ho) is rejected in each instance, suggesting that the variables have a statistically significant association. Furthermore, there is a substantial relationship between COT and Academic Performance, with a computed value/tstatistic of exceeding the crucial table value. This strong correlation highlights the relationship between improved classroom observation skills and improved academic achievement in General Biology 1 for SHS students. The table 6 results implies that this study really emphasizes how important it is to have instructional supervisory skills, namely preparation and planning, observation, and guaranteeing learning outcomes, in order to improve the effectiveness of classroom observations. These results can be used by administrators and leaders in education to identify professional development initiatives that help principals and assistant principals improve their supervisory abilities. Schools can create a more encouraging and productive learning environment by improving the quality of classroom observations through the training of educational leaders in effective supervisory practices. Moreover, the relationship found between Academic Performance and Classroom Observation Performance (COT) underscores the significance of proficient instructional supervision in propelling student accomplishment. With this knowledge, educators may better understand their students’ learning results and improve classroom practices by implementing targeted interventions and support systems. The aforementioned association highlights the necessity of constant assessment and feedback loops, which enable educators to adapt their educational tactics in response to observed classroom performance. Keywords — Supervisory Skills School Heads Teachers’ Satisfaction Academic Performance