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Chapter 1

THE PROBLEM

Introduction

School heads’ instructional supervisory practices and teachers’

performance are among those keys identified to achieving academic success in

the education system. As stated in the Department of Education (DepEd) Order

No. 42, s. 2017, p. 3, through the quality leadership of the school heads, DepEd

can develop holistic learners who are steeped in values, equipped with 21st

century skills. On the other hand, teachers' performance at school level directly

contributes to school effectiveness by achieving their educational objectives

(Ozgenel & Mert, 2019). To which, both portrayed major roles in fulfilling the

visions of the school's values and goals towards a well-rounded educational

system. In addition, a study by Tatlah (2019) found that school heads who

conduct instructional supervisory practices create a conducive school

environment that has a positive impact on teachers’ performance and student

achievement. Also, added that with the conduct of instructional supervisory

practices, it can enhance the teachers’ functional competency (Ismail, 2020).

Thus, a vital relationship between the school heads’ instructional supervisory

practices and teachers’ performance should be apparent and valued.

However, rapid changes in the field of education and increasing workload

have had implications for teachers’ performance. Hence, teachers expect

guidance, support, help, encouragement, and constructive advice from the

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school head. But due to busy factors with the other tasks, the school head did not

have time to discuss and communicate effectively with teachers related to

teaching (Wahab, 2019). Tahiti Nurhayati (2019) also added that instructional

supervision was strongly influenced by the ability of the school head to regulate

the time and the readiness of the teacher to be supervised. Moreover, the result

of the study of Warman et al. (2021) indicated that the leadership style of the

school head in improving the teachers’ performance is carried out by

authoritarian and democratic style. Thus, leadership style of the school head

strongly contributes to the teachers’ performance. As per record in the last two

years, particularly in the school where the researcher is assigned, the school has

experienced abrupt mobilization of school heads, bringing with them their own

leadership styles in carrying out instructional supervisory practices. Teachers

views about the school heads are somehow affected. And so, this made the

researcher interested to conduct further study focusing on the relationship of

respondents’ perception on school heads’ instructional supervisory practices and

teachers’ performance pursuant to DepEd Order 24, s. 2020 for the school heads

and DepEd order 42, s. 2017 for the teachers.

DepEd Order 24, s. 2020, describes the expectations of school heads’

increasing levels of knowledge, practices and professional engagement. At the

same time, the standards allow for school heads’ growing understanding, applied

with increasing sophistication across a broader and more complex range of

leadership and management situations. Subsequently, DepEd order 42, s. 2017

constitutes that teachers play a crucial role in nation building. Through quality
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teachers, the Philippines can develop holistic learners who are steeped in values,

equipped with 21st century skills, and able to propel the country to development

and progress. Evidence shows unequivocally that good teachers are vital to

raising student achievement, i.e., quality learning is contingent upon quality

teaching. With this, the quality of work the teachers render equates to the kind of

performance he/ she portrays. To realize the teachers’ performance based on the

quality standards for teachers. Therefore, a teacher's performance represents the

teacher’s ability to integrate the experience, teaching methods, instructional

materials, knowledge, and skills in delivering subject matter to the learners in and

outside the classroom (Owala, Odongo & Raburu, 2016).

According to (Heaton, 2016) school principals are responsible for

supervision of teachers with an aim of ensuring that school objectives are

achieved through effective teaching and efficient learning. In this regard, the

principals assist teachers in refining their competencies essential for better

teaching of the disciplines. Furthermore, the performance of the school in terms

of teaching-learning is primarily geared on how it is being supervised. Its

effectiveness depends mostly on the school heads’ ability to monitor the

teachers, to clarify instructional goals, and to work collaboratively to improve

teaching and learning.

With the complexity in understanding the impact of instructional

supervision practices to the teachers’ performance, there is a need for the

researcher to understand the teachers’ views about the result of significant

relationship between the instructional supervision of the school heads as

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perceived by the respondents and the teachers’ performance, and on how to

solidify school head-teacher relations efficiently and effectively despite the timely

changes of the school’s educational system.

Conceptual Framework

This study is anchored on DepEd Order No. 24, s. 2020 and DepEd Order

No. 42, s. 2017. DepEd Order No. 24, s. 2020 also known as Philippine

Professional Standard for School Heads (PPSSH) defines profession standards

that constitute a quality school head. It shall serve as a public statement of

professional accountability of school heads. It sets out what school heads are

expected to know, be able to do and value as they progress in their profession. It

provides a common language for high-impact leadership expected of school

heads to guide individual professional reflections and to inform the provision of

professional learning and development for school heads.

On the other hand, teachers’ performance is anchored under DepEd

Order No. 42, s. 2017 also known as Philippine Professional Standard for

Teachers which specifies the importance of professional standards in the

continuing professional development and advancement of teachers based on the

principle of lifelong learning. Quality learning is contingent upon quality teaching.

Hence, enhancing teacher quality becomes of utmost importance for long term

and sustainable nation building.

One of the important aspects of educational management is the conduct

of instructional supervisory practices which may be defined as the process of

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bringing about improvement in the teaching-learning process through a network

of cooperative activities and democratic relationship of persons concerned with

teaching and learning, and it is considered as an important activity to achieve an

effective education system (Oyewole and Ehinola, 2016). This means that

instructional supervisory practices of the school heads are characterized by all

those activities which are undertaken to help teachers maintain and improve their

effectiveness in the classroom. The researcher will focus this study on the

following domains that provide highlight on instructional supervision:

Domain 1. Instructional Leadership. This domain can be a factor on how

the performance of the teacher be better in terms of content knowledge and

pedagogy through regular instructional supervision to monitor the teaching

strategies of the teacher. According to Ramasamy (2020), instructional

leadership is appropriately practiced by school leaders towards bringing school

excellence through educational change and innovation. In this regard, teacher

performance is one of the dimensions that need to be considered towards

building an excellent school. Therefore, there’s a need to have leaders who

practice instructional leadership and has visions in building a commendable

school.

Domain 2. Quality Teaching and Learning. This domain concentrates on

the work of school heads in promoting quality teaching and learning. Herein,

school heads are expected to be equipped with knowledge, skills, and attitudes

in providing technical assistance on instruction that relates to curriculum,

practice, and performance (DepEd Order No. 24 s. 2020). According to

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Archibong (2019), quality in teaching and learning results from an interplay

among a broad range of success factors that have important consequence for

effective teacher performance and student learning. This can be a factor towards

the teachers’ performance because it can be viewed in this domain the expected

technical assistance to be given which can happens during pre-conference,

during observation and post-conference. The goal would be to determine what

does and does not work and to develop and try out new strategies (Fletcher &

Mullen, 2016).

Domain 3 Personal and Professional Development. In this domain, school

heads are expected to reflect on their personal and professional development to

enhance their practice in leading and developing people as they support their

personnel’s professional development and welfare. Lopez (2016) revealed that

the quality of the school is dependent upon the quality of classroom instruction,

and the quality of teaching is dependent on the quality of the teachers.

This study will examine the correlation of the instructional supervisory

practices to the teaching performance of the teachers. There are two sets of

variables – the independent and the dependent variables. Figure 1 will show the

interplay of the independent and dependent variables. This means that the higher

the claims on the level of supervisory practices of the school head as perceived

by the respondents the higher the teachers’ performance. The independent

variables include the instructional supervisory practices of school head in

instructional leadership, quality teaching & learning process. The dependent

variable, on the other hand will dwell on the teachers’ performance in terms of
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Content Knowledge and Pedagogy, Learning Environment & Diversity of

Learners, Curriculum & Planning and Assessment & Reporting.

SCHEMATIC DIAGRAM

Independent Variables Dependent Variables

INSTRUCTIONAL SUPERVISION TEACHERS'

PRACTICES PERFORMANCE

(DO 42S. 2017)

(PPSSH -DO 24 S. 2020)

 Content Knowledge and

 Instructional Leadership
Pedagogy
 Quality Teaching and
 Learning Environment &
Learning
Diversity of Learners
 Personal and Professional
 Curriculum and
Development
Planning

 Assessment &

Reporting
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Figure 1 The schematic presentation showing the interplay between

the independent and dependent variables of the study.

Statement of the Problem

This study aims to determine the relationship of Instructional

Supervisory practices towards teachers’ competence among the public

schools in Tagoloan District. Specifically, it seeks to answer the following

questions:

Specifically, this paper seeks to answer the following questions:

1. What is the level of perception of the respondents instructional supervisory

practices of school heads by the respondents in terms of:

1.1 Instructional Leadership

1.2 Quality Teaching and Learning

1.3 Personal and Professional Development

2. What Is the level of teachers’ performance as to:

2.1 Content Knowledge and Pedagogy,

2.2 Learning Environment and Diversity of Learners

2.3 Curriculum and Planning,

2.4 Assessment and Reporting

3. Is there significant relationship between the respondents’ perception on

instructional supervisory practices of school heads and the teachers’

performance?

Hypothesis
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Problems 1 and 2 are hypothesis-free. Based on preceding problems, the

null hypothesis will be tested at 0.05 level of significance.

Ho1: There is no significant relationship between the respondents’

perception on instructional supervisory practices of school heads and the

teachers’ performance?

Significance of the Study

Vital reasons are involved in this study. The study aims to ascertain the

perception of the respondents regarding instructional supervisory practices of the

school head in the 10 public elementary schools in Tagoloan District and the

teachers’ performance. This is to provide better understand the context of this

study and to give awareness on the roles of instructional supervisors/ school

head and teachers to make learning better.

Department of Education Practitioners. The result of this study would

provide them the necessary and clear ideas in designing supervisory programs

and activities aimed at enhancing teachers and school heads of the school.

School Heads. This study will help them in terms of monitoring and

evaluating educational leader's leadership styles in school management and the

efficacy of teachers teaching techniques applied. Knowing the leadership of the

school administration will increase teacher empowerment.

Teachers. The findings of this study will provide them information that

would enhance their way of teaching. This study will widen the awareness of
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teachers in coping with significant areas in teaching and can increase the

teacher’s empowerment knowing that leadership of the school administrators.

Parents and Other Stakeholders. The result of this study will encourage

them to support the programs and activities initiated by the school head and

teachers.

Future Researchers. This study can help future researchers in

conducting a study on educational leadership styles and their strategies on

school management and the efficacy of educational techniques applied.

Scope and Limitation of the Study

The study will focus only on the teachers’ point of view on the instructional

supervisory practices of school heads and teachers’ performance among the 10

public elementary schools in the district of Tagoloan during the school year 2021-

2022. The study will cater the 332 elementary school teachers. The study will

cover the 3 domains focusing on instructional supervision only. The researcher

will only focus on the practices specified for instructional supervision of the

school head such as instructional leadership, quality teaching and learning

process, personal & professional development. For the teachers’ performance, it

will focus on Content Knowledge a& Pedagogy, Learning Environment &

Diversity of Learners, Curriculum and Planning, and Assessment & Reporting.

The main instrument that the researcher will use in the gathering of data will be

an adopted survey questionnaire. The researcher will personally administer the

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questionnaire by going to the schools involved in the study. The data that will be

gathered will be limited to the responses of the questionnaire to be retrieved.

Definition of Terms

To have a clear understanding of the study, the following terms are define

based on DepEd order no. 24, s. 2020 and DepEd Order no. 42. S. 2017.

Assessment and Reporting. Relates to processes associated with

a variety assessment tools and strategies used by teachers in monitoring,

evaluating, documenting, and reporting learners’ needs, progress, and

achievement.

Content Knowledge and Pedagogy. Recognizes the importance

of teachers’ mastery of the content knowledge and its interconnectedness

within and across curriculum areas, coupled with a sound and critical

understanding of the application of theories and principles of teaching and

learning.

Curriculum and Planning. Addresses teachers’ knowledge of and

interaction with the national and local curriculum requirements.

Diversity of Learners. Emphasizes the central role of teachers in

establishing learning environment that are responsive to learner diversity.

Instruction. This refers to a direction or order that teachers are

having or doing.
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Instructional Leadership. This refers to how the school head

manages the school or instructional practices.

Learning Environment. Highlights the role of the teachers to

provide learning environment that are safe, secure, fair, and supportive in

order to promote learner responsibility and achievement.

Personal Growth and Professional Development. Focuses on

teachers’ personal growth and professional development. It accentuates

teachers’ proper and high personal regard for the profession by

maintaining qualities that uphold the dignity of teaching such as caring

attitude, respect, and integrity.

School Head. This refers to the person who has authority,

accountability, and responsibility to lead the school, which includes the

administrative and instructional supervision of the school or cluster (RA

9155, Sec. IV).

Supervision. This is related to the role of school heads, observing,

and directing an activity or a teacher.

Teaching and Learning. This concentrates on the work of school

heads in promoting quality teaching and learning. This Domain

emphasizes the school heads’ commitment in providing instructional

leadership towards improving competence among teachers and outcomes

among learners.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents related studies, articles and literatures related to the

study.

These literature and studies provide the researcher additional insights for the

conduct of this study. These are categorized and presented according to the

variables considered in this paper.

Instructional Supervisory Practices

The instructional supervisory activities by the school head include:

checking of teachers’ lesson notes, scheme of work, pupils’ notes, teachers’

punctuality, teachers’ regularity in class, classroom observation, demonstration,

conferencing, workshop, micro-teaching, moderation of examination question

papers and moderation of marking schemes among others (Sule, 2015). This

means that the activities that are related to the teaching and leaning process are

under instructional supervision. The supervision principle variable is the

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exogenous variable that has the most dominant influence on teacher teaching

performance.

The heart of instructional supervision is monitoring, sharing of observation,

agreeing on, and implementing better interventions with the aim of improving the

teaching practices and learning achievement (Gathungui,2020). Instructional

Supervision promotes a relatively positive practices that helps teachers in

achieving successful teaching pedagogy. It is believed to be systematically

conducted to create clear connection from the instructional supervision initiator

and teacher respondents. According to the study of Saeed, et al. (2021), school

heads should possess relevant skills and expertise to solve rising issues and

should cooperate and provide directions to strengthen competencies relevant to

teaching improvements. This claim has been supported through the study of

Ngole (2021) that effective supervision was found to be the key factor for the

academic performance in schools. Thus, was suggested that heads of the school

should be setting time for instructional supervision in school because it is the

ones that influence students’ academic achievement including the teacher’s

performance.

In the school system, it is the responsibility of the school head to develop

and maintain teachers’ competence. The instructional supervisory activities by

the school head include checking of teachers’ lesson notes, scheme of work,

pupils’ notes, teachers’ punctuality, teachers’ regularity in class, classroom

observation, demonstration, conferencing, workshop, micro-teaching, moderation

of examination question papers and moderation of marking schemes among

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others. To carry out these tasks, the school head must have supervisory capacity

to enforce this task and encourage the teachers to utilize their talents when

necessary, so that at the end, instruction, and instructional procedures can be

improved (Sule, 2015). According to Charles, Chris and Kosgei (2012) as cited

by Sule (2015) school heads need to effectively supervise teachers by ensuring

that: they are observed regularly; lessons are planned early; lessons are

structured with an interesting beginning; revision of previous knowledge and

teachers’ use of voice variation and summary of major points at the end;

teachers use backups/teaching aids properly; teachers have a good relationship

with their students and teachers follow up the curriculum strictly. Effective

instructional supervision aids school heads in coordinating, improving, and

maintaining high teaching and learning standards in schools.

Instructional Leadership

Instructional leadership is a collection of fundamental organizational roles

whose key goals are to ensure the successful and efficient delivery of applicable

educational services while also ensuring legislative policy enforcement through

preparation, decision-making, and leadership actions, allowing the organization

to concentrate on predetermined goals. Schools need effective leaders to

communicate the mission and vision of the school. Effective leaders create a

common sense of purpose by emphasizing the mission of the school and

creating a set of common core values among teaching staff. Having common

core values and a common sense of purpose guides all members of the teaching

team and prevents them from deviating from the objectives (Kirk and Jones,

2004; Ozgenel & Mert, 2019). Moreover, Enueme and Egwunyenga (2017)
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looked into the impact of instructional leadership on the job performance of

secondary school teachers. They discovered that instructional leaders' conduct

affects teacher success. It was also discovered that school principals are aware

of their teachers' professional development needs and organize and deliver

programs to help them improve their pedagogical skills and subject knowledge

(Ng, Nguyen, Wong & Choy, 2015). Teachers always need a conducive work

environment created and offered by their leaders. A conducive environment

facilitates teachers’ performance. Moreover, According to Enueme &

Egwunyenga (2017) they can perform at their best because they are under

efficient and competent leadership. It can be gleaned also in the study of

Nurabadi (2021) that there is a direct effect of instructional leadership on

teachers’ performance and has seen the persistence for achievement reflected

from the willingness and determination of principal to implement quality

leadership will facilitate the improvement of teachers’ performance. A study by

(Tatlah, et. al. 2019) found that headmasters or school heads who practice

instructional leadership become agents of change and create a conducive school

environment that has a positive impact on teacher performance and student

achievement. Through the regular supervision of the school head, the diversity of

learner and assessment and reporting will be address since this well be observed

and discussed during the teaching-learning process. While doing this, the school

head can plan whatever learning strategies can be developed to improve

learning outcomes because of the feedback between the teacher and the school

head during the instructional supervision and can plan professional growth to
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improve the teachers’ performance. Based on the study of Anub (2020), the

direct effect of instructional leadership to teachers’ performance has given

conclusion and recommendation. The study concludes that the principal’s

leadership practices can affect teachers’ satisfaction and performance. Hence, it

is recommended that DepEd Personnel should utilize the findings of this study

and consider the proposed enhancement plan for the improvement of the

principals’ instructional leadership practices leading to the improvement of quality

of teaching and student learning.

Quality Teaching and Learning

As mandated in DepEd Order no. 24 s. 2020, the promotion on quality

teaching and learning happens when the school head is equipped with

knowledge, skills, and attitudes in providing technical assistance on instruction

that releases to curriculum, practice, and performance. Part of the focus on

quality teaching and learning is the conduct of technical assistance. According to

Magcanas (2019), Technical Assistance is any form of professional help,

guidance, or support for “others” to be more effective in the performance of their

functions. Technical Assistance is conducted to help, solve problems, improve

performance, get results, and gather data to inform policy formulation. One of the

important ways in providing technical assistance is through classroom

observation. O’Leary (2021) defined classroom observation as the purposeful

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examination of teaching and or learning events through the systematic process of

data collection and analysis. In the Philippines, the Republic Act 10533 known as

K to 12 Law featuring that classroom observation as one gauge in ensuring

quality teaching. Section 14 of the law indicates that the Department of Education

(DepEd) will report on different aspects needed in the implementation that

includes teacher welfare and training needs which may be measured via teacher

classroom observation. Feedback provides quality input for the continuous

improvement and provides opportunities to share ideas and expertise. Based on

the study of Asio and Riego de Dios (2019) to assess these classroom practices,

in as much as to identify the strengths and areas for improvements, a classroom

observation tool has been developed based on the new set of professional

standards.

Personal and Professional Development

Research has found that high-quality professional learning opportunities

for school heads including preparation programs, induction supports for early-

career principals, ongoing training, one-on-one support through coaching and

mentoring, and peer network can build leadership capacity. Such learning

opportunities can develop principals’ competence in leading across their full

range of responsibilities, empowering them to foster school environments in

which adults and students thrive. School heads who have access to high-quality

professional learning are typically more likely to remain in the profession.

Additionally, teachers appear more likely to remain in schools led by principals

who participate in these types of professional learning programs (Levin et al.

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2020). According to UNICEF (2018), the professional development should lead to

better performance but only if that performance is properly managed. This should

ideally be a school-based function managed by headteachers or their senior

staff. Improving performance should bring with it extra responsibility and

accountability, which should be aligned to rewards and incentives available in the

teacher’s career pathway. This in turn is likely to increase the teacher’s

motivation both extrinsically (better pay) and intrinsically (a sense of feeling

recognized and appreciated). That motivation brings about a wish to do better

which leads to a demand for further professional development and more

responsibility.

Teachers’ Performance

According to Didier, (2002) cited by Azeem, (2018) the word performs as

to carry through, to achieve, to bring to completion, to execute, to accomplish

and performance is the act of performing action or task. Whereas the concept of

teachers’ performance refers to teacher behavior that how he behaves in the

process of teaching learning environment, in such a way teachers successfully

carry out assigned action or completed their task (Duze, 2012; Azeem, 2018).

The teachers’ performances are the most significant contribution in educational

process that whatever policies may he lay down; eventually the teacher must

interpret and implement these policies through teaching learning process. Further
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research showed significant differences according to their educational

background and seniority; it shows according to their gender and school levels.

The performance of female teachers is higher than male teachers. Primary and

secondary school teachers' performances are higher than those of high school

teachers. Herein, teachers who are teaching in the primary levels are more likely

to be more conscious on their performance level (Ozgenel, 2015). The study of

Paz (2021) indicated that the contributing factors in teaching performance such

as person-related Factor, school-related Factor, learner-related Factor, and

community-related factor correlated to the level of teachers' performance in terms

of the five key result areas.

Chapter 3

RESEARCH METHODOLOGY

This chapter will discuss the research method to be used, the population

and the determined sample size, the description of the respondents,

instrumentation, the data gathering procedure, and the statistics to be used to

treat the data.

Research Design
This study will employ the descriptive survey method of research. This

method is useful for investigating problems especially those concerning

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assessment of attitudes, opinions, preferences, practices, and procedures.

According to Aggarwal (2008), as cited by Salaria (2012), descriptive research is

devoted to the gathering of information about prevailing conditions or situations

for the purpose of description and interpretation.

The quantitative approach which involves statistical analysis and relies on

numerical evidence to examine relationships between variables and draw

conclusions Burns and Grove,2011 as cited by (Esia-Donkoh, 2018) will be

employed because the study seeks to investigate the relationship between

instructional supervisory practices of the school heads and teachers’

performance.

Research Setting
The study will be conducted in all public elementary schools in Tagoloan

Misamis Oriental. It is located to the east of Cagayan de Oro City and located

south-east of the Macajalar Bay. The researcher finds the location fit for the

study.
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Figure 2. Location Map of the Study

Research Respondents and Sampling Procedure

The subjects will only be limited to all public schools in Tagoloan District,

Division of Misamis Oriental comprising the 10 identified public elementary

schools. The focus of the study will dwell on relationship between respondents’

perception on the instructional supervision of the school heads and the teachers’

performance in Tagoloan District.

The population for the study will consist of 332 teachers in public

elementary schools in Tagoloan District from the 10 identified public elementary

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schools. The researcher will use stratified random sampling in getting the sample

size of the population to determine the number of respondents. The researcher

will then have the purposive sampling techniques in selecting sample size per

school. This will be very useful for situations such as this study, where there is a

need to reach a targeted sample quickly and where sampling for proportionality is

not the primary concern.

Research Instrument

To examine the level of respondents’ perception on the instructional

supervision of the school heads, an adopted questionnaire from the school

heads’ instructional supervisory tool of Division of Misamis Oriental under RM no.

66 s. 2013 Unified Guidelines and Procedure in the Conduct of the Instructional

Supervision which is patterned from the PPSSH domains will be utilized. The

instrument to be used for the level of teachers’ performance is a survey

questionnaire patterned from the RPMS Individual Assessment tool. The

questionnaire will be modified focusing on the purpose of this study. For the

modified survey questionnaire, the first part is intended to measure the level of

respondents’ perception on the instructional supervision of the school heads

which will be clustered into 3 categories, Instructional Leadership, Quality

Teaching and Learning Process and Personal & Professional Development. The

second part of the questionnaire will dwell on the self-assessment on the

teachers’ instructional performance with 4 subscales: Content Knowledge and

Pedagogy, Learning Environment & Diversity of Learners, Curriculum and

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Planning, Assessment & Reporting. These subscales will indicate the frequency

of teachers’ performance. Lastly, the questionnaire will be rated in a Likert Scale.

Validation of Instruments

The questionnaire intended to measure the level of instructional

supervisory practices is patterned from the instructional supervisory tool in the

Division of Misamis Oriental RM no. 66 s. 2013- Unified Guidelines and

Procedure in the Conduct of the Instructional Supervision in reference to the

Domains of PPSSH DepEd Order no. 24 s. 2020. The questionnaire intended to

measure the level of teachers’ instructional performance; the researcher will have

the modified questionnaire adapted from Deped Order no. 2 s. 2015. The

researcher will modify the questionnaires to substantiate the contents and to

make it fit to the target respondents. Also, some items will be modified within the

context of the research environment.

Data Gathering Procedure

Prior to the conduct of the study, the researcher will secure a letter of

permission from the Dean of the Graduate Studies to conduct the study which

will be given to the Schools Division Superintendent of Misamis Oriental. After

the approval, the researcher will visit the respective School Principals to inform

the conduct of the study and will present a copy of the approval from the Division

Office. The letter will be presented to the concerned respondents prior to the

launching of the questionnaire. The approved letter will then be forwarded to the
 25

principals of the selected schools. Then, the researchers will distribute the

instrument with the attached consent forms stating the purpose of the study, the

assurance of its confidentiality, and the right of the participants to withdraw

anytime they would feel uncomfortable. The directions were also explained to

the teacher respondents. The data will then be tabulated, analyzed, and

interpreted.

Categorization of Variables

The following categories are created to facilitate the analysis and

interpretation of gathered data:

1. Level of respondents’ perception on Instructional Supervision

Practices of the School Heads in terms of:

1.1 Instructional Leadership

1.2 Quality Teaching and Learning Process

1.3 Personal and Professional Development

2. Level of Teachers’ Performance as respondents in terms of:

2.1 Content Knowledge and Pedagogy

2.2 Learning Environment & Diversity of Learners

2.3 Curriculum and Planning

2.4 Assessment & Reporting

Scoring Procedure
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Level of Respondents Perception on Instructional Supervisory Practices of

School.

Scale Mean Range Description Interpretation

4 3.61-Above Always Consistently exceeds

expectation

3 2.71-3.60 Often Often exceeds expectations

2 1.81-2.70 Rarely Meets expectations

1 0.91-1.80 Never Fails to meet outcomes

Level of Teachers’ Instructional Performances

Scale Mean Range Description Interpretation

4 3.26-4.00 Very High Highly Observed

3 2.51-3.25 High Moderately

Observed

2 1.76-2.50 Moderate Slightly Observed

1 1.00-1.75 Low Not Observed

Statistical Treatment

The following statistical methods to be used by the researcher to compute

the quantitative data and interpretations. To determine the level of instructional

supervisory practices of the school heads as perceived by the teachers and the
 27

teachers’ instructional performance, frequency count and average weighted

mean will be used.

The research also made use of inferential statistics. It is a data taken from

the population to describe and make the inferences about the problem. Pearson

correlation was used to test correlation between the instructional supervisory

practices of the school head as perceived by the respondents and the teachers’

instructional performance.