Instructional Supervision and Supervisory Practices of School Principals in Selected Public Elementary Schools in Region III : Basis for Instructional Supervisory Plan / Abrantes, Modesta B.

The study aimed to determine how an instructional supervisory plan be developed for elementary school principals in selected public elementary schools in Region III for the School Year 2015-2016. The respondents were the principals and teachers of selected public elementary schools in the Divisions of Balanga City, Bataan, Bulacan , Pampanga and Zambales. Specifically, the profile of the principals and teachers comprised the age, sex, civil status, highest educational attainment, years in service and seminars and trainings attended. The principals' methods for the effective performance of their tasks in instructional supervision focused on framing school goals, communicating school goals, providing teacher evaluation, supervising and evaluating instruction, assessing and monitoring student progress, coordinating the curriculum, providing the suitable learning environment, supervising teacher's strategies, protecting instructional time , maintaining high visibility, providing incentives for teachers and promoting professional development. Moreover, the supervisory practices of principals were expressed in terms of human, technical and administrative skills. A validated questionnaire was administered to school principals and teachers to determine the perceptions on instructional supervision and supervisory practices of school principals. The data were tallied using frequency count and percentage distribution and mean. This study used the descriptive correlational method. Moreover, the combination of random sampling and stratified sampling technique were employed for teachers, and principals in an effort to provide a study group reflecting the opinions of the population from which they were drawn. In describing the profile of the respondents in terms of age, sex, civil status, highest educational attainment, years in service and number of seminars students, frequency, percentage, mean and standard deviation were used to describe the teacher- respondents and the principals separately. The mean and standard deviation were generally used to describe the instructional supervision and supervisory practices of the school principals. To compare the instructional supervision of the elementary school principals when grouped according to the profile of respondents and to find the difference between the supervisory practices when the principals were grouped according to profile, Analysis of Variance (ANOVA) was used. Furthermore, to measure the correlation between instructional supervision and supervisory practices, the Pearson Product moment correlation coefficient r was used. The profiles of the thirty (30) school principals and three hundred (300) teachers mostly belonged to the mean age of 46 years old for the principals and 39 years old for the teachers, mostly are females, married, BS graduates with MA units, 21 and 14 years in service, and mostly attended trainings and seminars in the school levels to national levels. In instructional supervision, the teachers perceived that framing goals, communicating school goals, providing teacher evaluation, supervising and evaluating instruction., coordinating the curriculum providing suitable learning environment, supervising teachers teaching strategies, protecting instructional time and promoting professional development were highly supervised by the elementary school principals, that the schools are highly supervised in these aspects, however, assessing and monitoring student progress and maintaining high visibility were only supervised by the school principals in these aspects. The principals perceived themselves that all indicators are highly supervised by them except providing incentives for teachers. The teachers and the principals perceived that supervisory practices related to administrative, technical and human skills were highly practiced by school principals suggesting that these skills were highly applied in supervision Instructional supervision implied significant difference in the mean sources of variations when grouped according to age and educational attainment of the respondents and no significant difference in sex, civil status , years in service and educational attainment. Supervisory practices in terms of administrative, technical and human skills revealed significant difference in the mean sources of variation when grouped according to age, sex, educational attainment of the respondents. There is significant relationship between instructional supervision of elementary school principals and supervisory practices in Region III as indicated in the over-all ratings of the respondents. The overall ratings obtained by the principals in instructional supervision skills and supervisory skills were positively and highly correlated with each other. The result of the relationship of instructional supervision and supervisory practices of the principal had a value of Pearson Correlation ( r ) of 0.851 held significant at the 0.01 level, indicating a very high positive correlation. This simply means that there is a significant relationship between instructional supervision and supervisory practices of the school principals; hence the rejection of the null hypothesis of no significant. Instructional supervision were found to be significantly related to supervisory practices. This implied that instructional supervision significantly influenced to the supervisory practices or vice versa of the school principals. The result revealed that the principal's instructional supervision tend to be good predictors for quality supervisory practices. Thus, both practices were greatly influenced to enhance the instructional supervision of the teachers that could be culminated for a quality instruction. The school principals of selected public elementary schools in Region III are performing very satisfactory in all aspects as perceived by the respondents. Though the results are satisfying, still the researcher thought of strengthening the instructional supervision and supervisory practices of school principals, thus an instructional supervisory plan is proposed on the findings of the study. It is recommended that the school principals should continue to communicate school's academic goals with teachers and stakeholders to enable them to contribute in increasing school performance and achieving the school mission. The school principals should strengthen high visibility among teachers and students, provide compliments and acknowledgements for exceptional performance to influence and improve instruction. The school principals should further improve the monitoring of student progress by meeting individually with teachers, discussing item analysis, and informing teachers on the school's performance in written form. The school principals should strengthen the supervision and evaluation of instruction by reviewing student accomplishments, and discussing the instructional strengths and weaknesses of teachers during post observation feedback. School principals should enhance their supervisory practices in technical skills by motivating the teachers to conduct action research for the improvement of the teaching-learning process and providing intervention activities. The researcher strongly recommends that the proposed instructional supervisory plan should be freely utilized and implemented to address the identified concerns of this study , likewise, would serve as basis for a more effective instructional supervision and improved supervisory practices among public elementary schools. Follow up research should be conducted to evaluate the extent of the functionality of the proposed instructional supervisory plan and to do some action plans for the continuous improvement of instruction and a parallel study should be conducted among small schools to provide wider perspective on how to improve instructional supervision and supervisory practices in Region III.