Supervisory competence of instructional leaders on classroom formal
Gumawa, Francis A.
Supervisory competence of instructional leaders on classroom formal - October 2016 - 129 leaves : illustrations ; 28 cm
Thesis
EXECUTIVE SUMMARY: The study determined the supervisory competence of instructional leaders on classroom formal observation in the selected private elementary schools in the division of antipolo city school year 2016-2017. The study employed the descriptive-survey method research. The respondents were forty (40) instructional leaders and nine-eight (98) teachers from five selected big private elementary schools in the division of antipolo city naely our lady of peace school (olps), antipolo Immaculate Conception school (aics), st. john worth Montessori school (sjwms), st. Claire Montessori school (scms) and la sale college of antipolo (LSCA). This study sought for the profile of the respondents in terms of highest educational qualification, administrative experience and relevant trainings/ seminars attended. The level of supervisory competence of the instructional leaders as assessed by themselves and the teachers with respect to content, pedagogical practices, communicative competence, utilization of results and class observation plan were also evaluated. The difference in the supervisory competence of the instructional leaders as evaluated by the two groups as to the aspects and their profile were also determined. To be able to treat the data, frequency and percentage distribution, mean independent, t-test and one-way anova were statistical treatments employed. An open-ended question on the last part of the questionnaire checklist was provided for instructional leaders to collect information on the innovative practices that they implemented in their classroom formal observation. It was also found out that the over-all supervisory competence of the instructional leaders on classroom formal observation was very much competent" as assess by the teachers and "much competent" as assessed by themselves. No significant difference was proven in the evaluation of the two (2) groups. However, results revealed that pedagogical practices and class observation plan were influenced by the seminars and trainings attended by the instructional leaders. Moreover, it was found out that there were two (2) innovative practices which the instructional leaders in the classroom as a normal routine and it is participated by the regular students in the classroom as a normal routine and it is participated by the regular students and teachers under his/her area. The teachers observed the instructional delivery, the pedagogical skills and communication skills of the immediate head or subject area coordinator otherwise known as instructional leader to gain new strategies and techniques in teaching. On the other hand, modelling is done by the instructional leader through his/her behavior, skills and attitude. Instructional leaders serves as a mirror in all the things he/she acted whether in the classroom or in the faculty rooms. Instructional leaders serve as a motivator and good model of observable traits and behavior.
Leadership
School supervision
LB2806 / .G952 2016
Supervisory competence of instructional leaders on classroom formal - October 2016 - 129 leaves : illustrations ; 28 cm
Thesis
EXECUTIVE SUMMARY: The study determined the supervisory competence of instructional leaders on classroom formal observation in the selected private elementary schools in the division of antipolo city school year 2016-2017. The study employed the descriptive-survey method research. The respondents were forty (40) instructional leaders and nine-eight (98) teachers from five selected big private elementary schools in the division of antipolo city naely our lady of peace school (olps), antipolo Immaculate Conception school (aics), st. john worth Montessori school (sjwms), st. Claire Montessori school (scms) and la sale college of antipolo (LSCA). This study sought for the profile of the respondents in terms of highest educational qualification, administrative experience and relevant trainings/ seminars attended. The level of supervisory competence of the instructional leaders as assessed by themselves and the teachers with respect to content, pedagogical practices, communicative competence, utilization of results and class observation plan were also evaluated. The difference in the supervisory competence of the instructional leaders as evaluated by the two groups as to the aspects and their profile were also determined. To be able to treat the data, frequency and percentage distribution, mean independent, t-test and one-way anova were statistical treatments employed. An open-ended question on the last part of the questionnaire checklist was provided for instructional leaders to collect information on the innovative practices that they implemented in their classroom formal observation. It was also found out that the over-all supervisory competence of the instructional leaders on classroom formal observation was very much competent" as assess by the teachers and "much competent" as assessed by themselves. No significant difference was proven in the evaluation of the two (2) groups. However, results revealed that pedagogical practices and class observation plan were influenced by the seminars and trainings attended by the instructional leaders. Moreover, it was found out that there were two (2) innovative practices which the instructional leaders in the classroom as a normal routine and it is participated by the regular students in the classroom as a normal routine and it is participated by the regular students and teachers under his/her area. The teachers observed the instructional delivery, the pedagogical skills and communication skills of the immediate head or subject area coordinator otherwise known as instructional leader to gain new strategies and techniques in teaching. On the other hand, modelling is done by the instructional leader through his/her behavior, skills and attitude. Instructional leaders serves as a mirror in all the things he/she acted whether in the classroom or in the faculty rooms. Instructional leaders serve as a motivator and good model of observable traits and behavior.
Leadership
School supervision
LB2806 / .G952 2016