1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

A school head is said to be the sense maker of learning and must ensure student

learning as primary functions of school. He holds his teachers to project quality education

applying different teaching strategies considering the diverse needs of learners and

producing competent students who, in the first place, are the forefront in achieving

quality education. School head is often seen as the person responsible for the supervision

of not only the school teachers but also all other aspects of school administration leading

to the establishment of effective school. Importantly, school heads’ formative

instructional supervision bridges constructive feedback which is constantly

communicated to teachers.

According to Behlol et al. (2011), supervision is a process of assisting the

teachers to improve the teaching learning process in the classroom. It is not about visiting

the classroom and writing some feedbacks about the effectiveness of the teachers, and

just checking whether the work has been done according to set plan or not but it is the

process of counseling, sharing and supporting teachers to improve their performance in

the classroom. Abdulkareem (2001) asserted that the advantages of formative supervision

are provision of objective on instruction, diagnosing and solving instructional problems,

supporting teachers in developing strategy to promote learning, motivating students,

managing the classroom and helping teachers to develop positive attitudes towards

continuous professional development. Likewise, Sidhu and Fook (2011) pointed out that

supervision should be viewed as a process of observing, nurturing, and giving feedback

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on continuous professional activity of teaching and learning to teachers and further

highlighted that effective instructional leadership that postulates formative supervision

should exhibit effective and collegial dialogue to encourage teachers’ reflection and

professional growth.

However, formative supervision has been criticized as being time consuming

(Abdulkareem, 2011). Supervisors or school heads with large numbers of teachers do not

have a luxury of time for such individualized attention. They need to do their other

functions for instance curriculum planning, etc. Abdulkareem (2011) showed that

formative supervision requires considerable time which is usually not available for both

teachers and supervisors.

Along this context, this study was undertaken to find out the school heads’

formative supervision skills considering their significant roles in the holistic development

of Mathematics, Science, and English teachers in Dapitan City. The researchers also

intended to establish research output regarding formative supervision along the core

subjects, namely: Mathematics, Science and English. In so doing, research-based

decisions about a school heads’ formative supervision skills in Mathematics, Science and

English teachers can be derived developed and upheld. Moreover, offshoot of the study

can be a basis for its implications to school heads’, teachers’ and students’, continuing

professional development.
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Theoretical and Conceptual Framework of the Study

This study is anchored on Kadushin’s (2002) “Theory of Supervision” which

states that supervision is the educational development of each individual worker on the

staff in a manner intended to evoke her fully to realize her possibilities of usefulness. It is

a short step to the current language of the learning organization. In education, the major

objective of supervision is to oust illiteracy and upgrade teaching performance of the

teachers. The standard procedure involved with this undertaking is to encourage

reflection on, and exploration of the labor. Teachers may be aided to appreciate their

students better, become more conscious of their own reactions and responses to their

students, understand the underlying forces of how they and their students are cooperating,

look at how they interfered and the concerns of their interventions, and discover other

methods of working with this and other related situations (Hawkins and Shohet, 2007). It

is significant; therefore, that school heads must be clever enough to implement their task

in observing and monitoring their teachers in order to recognize development areas that

the teachers need to work on to develop their performance. With these facts, teachers

have the information essential to improve their profession performance and stay driven.

Salaman (1995) argues that the school heads as educational managers must have a

concern for both performance and learning. The clinical supervision skills and managerial

effectiveness of school heads are determined by their capacity to improve the work of the

teachers. The only ultimate justification of school heads’ existence is the improvement of

the work of their teachers. If school heads fail in this way they fail as school supervisors.

The cited theory is undeniably linking the purpose of the study in characterizing the
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formative supervision skills of school heads especially in the teaching of English,

Mathematics and Science.

This study is also hinged on Ingram’s (2012) “Contingency Theory” which posits

that the best management model for a certain workforce depends on a series of situational

variables. Capable school heads follow a series of management procedures and know

how to classify the most suitable theories to apply in any given condition. Burns et al.

(2009) delivers that contingency theory is a behavioral theory that claims that there is no

single best way to design school structures. They further explained that the best way of

forming a school is depending upon the internal and external situation of the school.

Therefore, the theory supports that formative supervision has no single best way to design

observation and monitoring structures of supervisees. It can be noted that, in formative

supervision, school head is seen as an implementer, instructor and coach. The cited

theory is definitely connecting the purpose of the study in finding out how school heads

supervised their school teachers.

In this investigation, indicators of school heads’ formative supervision skills are

based on the clinical supervision in the humanistic evaluation model of Sidhu (2010)

which involves five main stages presented in Figure 1.

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Figure 1. Clinical Supervision in the Humanistic Evaluation Model

Pre–Conference Session. This is the first stage in the process in which the

school head in agreement with the teacher plans for a formal observation. The school

head’s task is to understand what the teacher has in mind for the lesson to be taught by

asking, probing and clarifying questions. Meador (2012) points out that a pre-evaluation

conference allows school head to sit down with the teacher to be observed beforehand to

lay out the expectations and procedures. Before observing a teacher, it is necessary to

have a pre-conference session to set a date to observe, go over any specifics that school

head will be looking for, and to see if there is any specific thing the teacher would like

school head to look for.

Observation Session. In this process, the school head focuses on the teacher’s

performance in the classroom and records what is said by the teacher and the students
 6

(Sidhu, 2010). The data are collected via the observation or through interviews, and

document analysis. All these data are the main sources of information that can help the

school head identify a teacher's competency.

Evaluation Session. This session refers to data analysis session (Sidhu, 2010).

The supervisor’s task in this stage is to review the data collected and identify the

teachers’ strengths and areas of concern that have the greatest effect on student learning.

Zepeda (2007) pointed out that the way in which results are handled depends on whether

a session is invoked, as well as on whether results value or results output is used.

Feedback Session. This concern to the post conference stage in the clinical

supervision. In this stage, both school head and the teacher collaboratively review and

analyze the observed lesson focusing on both the strengths and areas of concern. It is

important to note that a collaborative conference is only effective when the teacher

concerned is able to identify problem areas, suggest solutions and be willing to listen to

alternatives. Based on feedback, the teacher should be able to develop a plan of action

with the school head and be ready and willing to grow professionally (Sidhu, 2010).

Post Mortem Session. This is the last stage in clinical supervision which marks

the end of the guided conference where both school head and the teacher agree upon the

next plan of action and decide on reasonable time lines agreeable to both (Sidhu and

Fook, 2010). At this stage, it is important for the school head to share with the teacher

the support and monitoring mechanisms that will be put in place for teacher development.

For a conceptualized portrayal of the above-mentioned ideas, the schema of the

study is presented in figure 2. It is circular in form since there is only one variable

involved in the study, which is the independent variable. This is the “school heads’
 7

formative supervision skills in Mathematics, Science and English teaching” with the

stages namely: pre-conference session, observation session, evaluation session, feedback

session and post mortem session. Along with this are its implications to school heads,

teachers and students.

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Figure 2. Schema of the Study

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Statement of the Problem

This study aims to find out the school heads’ formative supervision skills in

Mathematics, Science and English teaching as perceived by the teachers of the nine high

school campuses in the Division of Dapitan City for the school year 2016-2017.

Specifically, this study seeks answers to the following questions:

1. What is the profile of teachers in terms of:

1.1 sex

1.2 area of specialization;

1.3 educational qualifications;

1.4 length of service

2. What is the level of school heads’ clinical supervision skills as perceived by the

teachers in terms of:

2.1 pre–conference session;

2.2 observation session;

2.3 evaluation session;

2.4 feedback session; and

2.5 post mortem session?

3. Is there a significant difference among school heads’ clinical supervision skills as

perceived by the teachers analyzed according to gender, area of specialization,

educational qualification, and length of service.

4. What are the implications of supervision to school heads, teachers and students?
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Hypothesis

Ho1: There is no significant difference among the school heads’ formative

supervision skills as perceived by the teachers analyzed according to gender, area of

specialization, educational qualification and length of service.

Significance of the Study

This study is anticipated to deliver aids to the following addresses:

School Heads. The outcomes of this study are of worth to them because these

will offer a strong basis in reinforcing their supervision over teachers and students in the

subject.

Mathematics, Science and English Teachers. The conclusions of this study will

provide teachers, particularly those who are Mathematics, Science and English teachers,

some intuitions, and new guidelines to expand teaching and learning in Mathematics,

Science and English classes.

Students. The effect of this undertaking will guide the learners in upholding,

increasing, and enhancing their understanding in Mathematics, Science and English and

will inspire them to go to school with determination and persistence.

Parents and other Stakeholders. The produce of this undertaking will reinforce

parents’ and other stakeholders’ supports obligations and offer more amenities to the

school as associates in school development.

Teacher Education Institutions. Outcome of this study will give substantial

course to teacher education institutions that clinical supervision and Mathematics,

Science and English instructional approach, techniques of communication skill, and

inquiry related strategies including organizational skills needed for effective use of the
 11

approach should be incorporated into basic methodology courses taught in teacher

education programs.

Future Researchers. Result of this study could be a trigger for a linked

exploration on a wider perception to come to more conclusive assumptions concerning

the pros and cons of clinical supervision and Mathematics, Science and English teaching

performance.

Scope and Delimitations of the Study

This study will be narrowed to find out the school heads’ formative supervision of

Mathematics, Science and English teaching as perceived by the secondary school

teachers in the Division of Dapitan City. Profile of the teacher-respondents will be

restricted to gender, area of specialization, educational qualification and length of service.

Furthermore, the study will look into the school heads’ formative supervision skills as

perceived by the teachers along pre–conference session, observation session, evaluation

session, feedback session and post mortem session.

Moreover, this study will test the hypothesis whether there is no significant

difference among the school heads’ formative supervision skills as perceived by the

teachers analyzed according to gender, area of specialization, educational qualification

and length of service.

Definition of Terms

For a common frame of reference, the following terms are hereby operationally

defined:
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Evaluation Session. This refers to a school head task to review the data collected

and identify the strengths and areas of concern that have the greatest effect on improving

teachers’ teaching performance and student learning.

Feedback Session. This refers to a process of assessing teachers’ teaching

performance that enables teachers to understand the school's expectations from them. It

also identifies development areas the teacher needs to work on to improve their

performance. With this information, teachers have the information necessary to improve

their job performance and stay motivated.

Formative Supervision Skills. These pertain to the ability of the school heads to

do observation and monitoring of teachers in order to enhance proficiency in knowledge,

skills, and attitudes essential to effective teaching performance.

Formative Supervision. It is a process of one person (administrator) assisting

another person in order to improve instruction and learning in the classroom.

Observation Session. This term pertains to a period the school head observes the

performance of teachers and students in the class.

Post Mortem Session. This pertains to the end of the guided conference where

both school head and the teacher agree upon the next plan of action and decide on

reasonable time lines agreeable to both. It also shares support and monitoring

mechanisms that put in place for teacher development.

Pre-Conference Session. The term refers to a conference held before the start of

another conference or observation session.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents pertinent literature and studies that are useful in coming up

with the total concept of the study at hand.

Literature

Education has been the most important aspect all over the country. Because of the

interesting outcome that it may deliver in the entire community, education became

available in all parts of the region, bearing the mission to develop the country. With the

help of the government and other international social working organizations, the

education and its impact towards the society is emphasized. In the collaboration of the

educators, administrators and other school staff, the effective pedagogical model and

concept had been successfully created. However, because of the challenges that the

school received from the past years, the performance of the school staff and the other

personnel has been criticized.

Typically, the performance of each individual should create an impression in the

entire organization and like the business organizations, school staffs are supposed to

contribute the effectiveness in their performance. The performance that each staff might

contribute represents the various factors such as the functions and roles assigned for

them; the organizational structure in which they operate; their workload; and work

management (Henderson and Gysbers, 2006). In addition, the performance of the staff

can be supervised according to the tasks or responsibilities given to them. It is crucial for
 14

the school administration to set the standards for the staff to keep them align in their field

of work or to formulate the kind of motivational approaches to increase the performance

of the individuals. Therefore, the supervision of the school staff is the most effective way

that the administration perceived to successfully aim their targets of improvement among

their staffs. In support of this, it is clear that the attitudes, competencies, and skills of the

supervisors can influence the staff through the training and provided support in their

profession.

However, Jackson (2001) asserted that one of the most difficult jobs of the school

administrator is supervision of the staff. He further adds that formative supervision is a

process whereby the school administrator assists the classroom teacher to improve his/her

teaching instruction to enhance student learning. School heads need to keep in mind that

formative supervision is more than just routine classroom visits and evaluation of the

teaching and learning process. It includes aspects such as goal setting, follow-up visits,

mentoring and coaching, continuous feedback on progress and provision of additional

support to implement changes and professional development opportunities.

Supervision, as a field of educational practice with clearly delineated roles and

responsibilities, did not fall from the sky fully formed. Rather, supervision emerged

slowly as a distinct practice, always in relation to the institutional, academic, cultural, and

professional dynamics that have historically generated the complex agenda of schooling.

Supervision is defined as the overseeing of people and activity (MSN Encarta, 2009).

The concern on supervision is important as it impacts on employee morale, efficiency and

productivity. Productivity measures the efficiency of work by the employees and is

expressed as the difference between output and input (Butterfield, 2007). Likewise
 15

supervision is imperative in driving the organization towards the achievement of the

organization’s goals. Supervision in schools particularly on its staff services is an

important concern because it plays an important role in the quality of education that the

school provides to its students (Grauwe and Carron, 2004).

Kachar (1979) stated that the principal, as a supervisor, is directly involved in

matter related to learning and teaching processes in the school. Lebar (2002)

complemented that to be a successful teacher; a principal should have the credibility and

authority in making decision even though he is practicing democracy. Teachers’

supervision covers all kinds of activities delegated to the principal with the aim of

helping and improving the quality of their teaching. To this Gaies and Bowers (1993:168)

added that formative supervision is an “on-going process of teacher development that is

based on direct observation of classroom teaching performance”. They added that the

main goal of formative supervision is to promote effective teaching and to help teachers

“reduce the discrepancy between actual teaching behavior and ideal teaching behavior”

(p.169). In the clinical supervision model, the supervisor is seen as a facilitator, trainer

and educator.

According to Burkhauser and Metz (2009), staff supervision is also called staff

coaching because of the ongoing staff support, is described to be one of the component of

professional development. This includes the variety of education, training, and

development activities. The common goal of staff supervision is to increase the

knowledge and skills of the staff in order to facilitate the improvement in their

performance.
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It is true that the performance of an individual lies in his ability to cope with the

changes and adopt the working conditions. But one cannot be successful without the aid

or guidance coming from their superior. This is the most common presentation of

supervision, guiding the subordinates to achieve the expected outcome. The supervision

of the staff has their own unique of procedures that are equally influential in the career

opportunities. However, the supervision services coming from the superiors or other

school officials might be difficult for it has to be with a direct contact on the daily work

of the staff. Still, the supervisors are looking forward to deliver the appropriate outcome

for the staff and create a positive impact in the staff performance.

There are many questions that can be asked on the efficacy of supervision, but in

the examination on the school settings from various countries, the supervision and the

associated actions or concern on supervision services depends on the situation of the

country or their traditions, the specific roles and functions of the supervisions.

Furthermore, the experience of teaching in their respective subjects is also highlighted to

create a successful drive on the control and support of supervision. The supervisors’ roles

are also changed and sometimes called as the “advisors” of the staff. The contribution of

the supervisors in the staff performance creates an impact, especially in organizing the

different services (UNESCO, 2007).

Based on the various coaching theories, the supervisor should have the knowledge

in the area of the staff and have to build the relationship. This is for the reason that

supervisors should build the respect, trust, and collegiality that increase the interaction

abilities of the staff. Both staff and the supervisor should engage in wide variety of

activities. Through the help of the guidance and supervision program, the staffsare
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allowed to experiment, practice, and learn through their mistakes. All of the experience

that the staff can gather is effective reference or sources for his sole decision making. The

school administration should thereby, promote the supervision initiatives with the aim of

long-term professional development strategy (Burkhauser and Metz, 2009).

The supervisors are relegated with a heavy responsibility of identifying rules and

policies, staffing, training and development and employee performance. Thus,

supervisors should be well aware not only of the group’s goals vis-à-vis the goals of the

organization but also on the tasks and activities of the team. Pierce and Rowell (2005)

identified ten key tasks of supervisors that are linked to productivity, namely: support for

the growth of the team, inspiring unity, praise and commendation, setting a high bar for

excellence, requiring accountability, verifying potential, instilling independence,

continuous sharing and communication, optimizing ownership, and reinforcing

relationships. These tasks are applicable in all settings and types of organizations from

the business industries, to not-for-profit organizations and educational institutions.

Similarly, Grouse and Carron, (2004) identified three factors that determine effectiveness

of supervision on the efficiency of the work personnel. These are roles and function,

organizational structure, and the employees’ workload.

In the same vein, there are several types of supervision which depends on the type

of personality of the supervisor. Each type also has differing impacts on staff attitude,

behavior, efficiency and ultimately their productivity. Kelchner (2011) pointed out the

major types which include the classic type, transformational leadership and transactional

leadership. The classic styles of leadership are either laissez faire, autocratic and

democratic. Laissez-faire supervisors are permissive leaders. This type of leadership

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works well with an organization that requires very little supervision and direction.

Autocratic leaders make decisions without the participation of the employees. This type

of leadership is effective in crisis situations.

In normal situations, autocratic supervisors are likely to be resented by

employees. Democratic leaders are open to inputs and suggestions from the employees

but make the final decisions himself. This leadership style while it motivates workers also

maintains the order of the organization. The transformational leadership style works well

with organizations where the employees attend to the details, while the leader attends to

the bigger picture. Transactional leadership style expects submission by employees and

works well with unskilled workers that require autocratic supervision. Situational leaders

are flexible leaders who can shift his orientation depending on the need of the

organization. Orientation can be task-oriented or people-oriented.

However, PATH (2003) asserted that one of the most basic ways in maintaining

the performance of the staff is that supervisors must use the tools such as the assessment

methods and appraisal kits. Appraising the performance of the staff is the duty of the

supervisor to determine the improvement on the staff performance as well as the

involving complexity. The appraisals are set in order to supervise the accomplishment of

the job, goals, and standards. This can be also done in day-by-day basis, as far as it is

responding on the changing needs of the staff and their phases of improvement.

Essentially, supervision is done with the objective of helping the teachers

concerned in accomplishing their teaching task more effective and high quality.

Glickman (1985) supported that principals conducting the supervision should be positive
 19

and open minded. Alfonso et al.(1984), stated that skills such as technical, human

relation and management skills are important for a principal to carry out an effective

supervision. In one way or other, principals also plays counselor in his supervisory task

(Goldhammer, 1988). Grumet(1983)added that principals also should have other skills

like building relationship and interactions. Fischer (2000) further stated that to enhance

the professional effectiveness of the teaching staff, administrators or supervisors must be

skilled in the following areas: (a) what to evaluate, (b) how to observe and analyze

classroom observation information and other data, and (c) how to translate the results of

observations and the summary of data into meaningful conference feedback that guides

and encourages teachers to improve instruction. She also points out that “supervision of

instruction must be built on the observer's thorough understanding and in-depth

knowledge of instructional theory, not on a check list of what should be in a lesson.”

Along this premise, the proposed study is going to be conducted in order to

determine the school heads’ formative supervision skills in Mathematics, Science and

English teaching. The reviewed literature herein delineated formed the basis of coming

up the total concept of the present investigation.

Studies

While there is a dearth of studies concerning the impact of the type of supervision

on teachers’ productivity among schools particularly secondary schools, supervision and

its impact on the productivity of teacher was studied.

Akinwumi (2002) investigated the impact of the mode of supervision on teacher

productivity in a secondary school in Nigeria using an ex-post facto methodology. The

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results revealed that supervision has no significant impact on the productivity of teachers

belonging to the low-income or high-income socioeconomic status. However, supervision

has a more significant impact on public school teachers than on private school teachers.

Similarly, in the study conducted by Ayeni (2012) on the assessment of

principals’ supervisory roles for quality assurance in secondary schools in Ondo State,

Nigeria identified the nature of principals’ supervisory roles and the perceived

effectiveness of principals in the supervision of teachers’ instructional tasks.

Furthermore, it investigated the constraints faced by principals in the performance of

supervisory duties in the teaching-learning process. This was with a view to providing

information on the utilization of principals’ roles in enhancing quality assurance in

secondary schools. The results showed that most principals accorded desired attention to

monitoring of teachers’ attendance, preparation of lesson notes and adequacy of diaries of

work while tasks such as the provision of instructional materials, reference books,

feedback and review of activities with stakeholders were least performed by many

principals in secondary schools. The study concluded that challenges that principals faced

in the tasks of institutional governance, resource inputs, curriculum delivery and

students’ learning require effective collaboration and goal-oriented synergetic

interrelationship between the school and the relevant stakeholders in its environment.

In the study investigated by Ekundayo (2010) regarding the principals’ challenge

in administering secondary schools in Nigeria for quality output in the 21st century

examined the roles of the principal in meeting challenges as the chief executive who

manages the school finance and who can use his ingenuity to raise fund to complement

government’s efforts; provision and maintenance of physical facilities; principal as a

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curriculum and instruction supervisor; a motivator; and a change facilitator. The study

revealed poor supervision of schools. In view with this finding, the study recommended

that modern day principals should be knowledgeable, professionally competent, skillful,

and resourceful. It was also recommended that government should make provision for

sponsoring principals and organizing conferences for them to serve as a means for

professional growth.

Tyagi (2011), on the other hand, dealt on the academic supervision in secondary

schools as school-based approach for quality management. This study was based on a

comparative study of selected government, private, and private-aided senior secondary

schools in Delhi, Chhattisgarh, and Uttarakhand. The study considered how academic

supervision and support by educational authorities helps improve the teaching-learning

process and the professional development of teachers. The paper also examined how

heads of government and private-aided institutions feel it is necessary to place emphasis

on providing instructional supervision. The study found out that they and their staff

obtained little or no feedback or academic support from educational authorities in relation

to the supervision of instruction.

Further, Alimi and Akinfolarin (2012) investigated on the impact of selected

modes of instructional supervision activities on students’ academic performance in senior

secondary schools in Ondo state, Nigeria. The study showed that there were significant

impacts of checking of students’ notes, class visitations, checking of teachers’ punctuality

and attendance and moderation of examination questions and marking scheme on

students’ academic performance in English Language in Senior Secondary Schools in

Ondo State.
 22

The on-going study and the studies of Akinwumi, Ayeni, Ekundayo, Tyagi, and

Alimi and Akinfolarin are related as the studies all aimed to find out the school heads

supervision practices, skills, and expertise in public secondary schools affecting teachers’

performance.

Charles, et. al (2012) also made a study on the impact of head teachers’

supervision of teachers on students’ academic performance. Results revealed that

supervision had positive relationship with the schools’ overall mean scores in

government examinations. The study recommended that head teachers should improve on

teacher supervision if schools were to register improved performance in government

examinations.

Supervisory practices of three female principals in the era of no child left behind

were investigated by Varley (2004). The purpose of this study was to describe the

present status of teacher supervision and evaluation in the era of No Child Left Behind

(NCLB) as experienced by three female elementary principals and twelve female

elementary teachers in a suburban school district in Western Pennsylvania. The study

compared the findings from the literature in the areas of supervision and evaluation,

leadership, communication style, power orientation, and ethic of care, with the beliefs

and reality of present practice. The literature cited focused on the ways that female

principals enact the role of an instructional leader when supervising and evaluating

teachers.

The study revealed profound consistency between the information cited in the

literature and the information reported by the three elementary principals and twelve
 23

female elementary teachers in the areas of supervision and evaluation, leadership,

communication style, power orientation, and ethic of care. The study also revealed the

potential conflicts between the beliefs of the principals and the NCLB legislation and the

effects of NCLB on the practices of the principals and teachers.

A study on school principals as instructional leaders investigating the school

leadership capacity in the Philippines was dealt by Sindhvad (2009). Results revealed

that principals’ beliefs as to whether instructional supports could make a difference in

classroom instruction was the most significant factor related to principals’ sense of

capacity for providing instructional supervision and professional development, while

their level of control was the more significant factor related to principals’ sense of

capacity for providing classroom resources. Moreover, results indicated no differences

related to demographic and contextual factors among principals’ beliefs about their

capacity to support teachers and their beliefs about the effectiveness of instructional

supervision, professional development, and classroom resources.

Canivel (2010) investigated on principal’s adversity quotient, styles, performance,

and practices. The study was conducted to investigate the association between the

adversity quotient, leadership style, performance and practices among the principals in

private schools in the province of Rizal. The findings of the study were: The principals’

AQP in private schools in Rizal has an average score which is within the AQP of the

standard provided; among the four dimensions of AQ which are control, ownership, reach

and endurance(CORE), it was ownership that pulls down to below average score and all

the rest got average scores; participating leadership style emerged as best and rank

number 1,followed by selling leadership style, delegating leadership style, and telling
 24

leadership style; both performance and practices have positive response to adversity

quotient; that there was no correlation between the principals’ adversity quotient® and

the principals’ leadership styles; and lastly the adversity quotient and leadership styles of

the Principals’ responses has no significant correlation with demographic profiles.

In the same vein, Señar (2003) made a study on instructional supervision and its

impact to teacher and student performance. This study attempted to determine the impact

of instructional supervision on teachers' performance and students' achievement in the

secondary schools of Garchitorena, Camarines Sur. The study revealed that school heads

were perceived by their teachers to perform very well in the five aspects of the

supervisory practices. On the other hand, the teachers had an overall very satisfactory

performance rating and performed beyond the target. However, majority of the teachers

did not have professional and technical skills other than their classroom or instructional

skills. The study also found out that the level of achievement of the high school seniors

in English, Mathematics and Science was fair. Also, there was a very low correlation

between instructional supervision and teacher performance. Moreover, there was also a

negative negligible correlation between teacher performance and student achievement.

The studies of Charles, Varley, Sindhvad, Canivel, and Señar are related to the

present study since the present study embraces school heads’ formative supervision skills.

Moreover, the studies cited above and the present study both aim to assess school heads

supervision capacity.

The significant of this recent research endeavor will be helpful in identifying

specific supervisory skills among school heads that impacts positively on performance of
 25

school staff and ultimately the improvement of the educational services towards a better

quality education offered to secondary students.

In general, the above - mentioned literature and studies helped the researcher in

coming up with the total concept of this study especially in this investigation on school

heads’ formative supervision skills in English, Mathematics and Science teaching as well

as the entire research process that will be pursued in this thesis. The cited literature and

studies herein all dealt with the same subject matter with the present study. However, the

locale, time and respondents all differ, since the present study is to be conducted in

Division of Dapitan city down in Mindanao while the aforementioned studies were

conducted in a foreign setting and other places in the Philippines.

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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the discussion of the research method, research

environment, respondents of the study, research instrument, validating of the instrument,

scoring procedure, data gathering procedure, and statistical treatment which were

employed to gather data in this study.

Research Method

The researchers use the descriptive method of research with the aid of the

questionnaire checklist. Balase (2001) stated that this method of research involves

description, recording analysis and interpretation of the existing data. Moreover, the

method will be useful in determining the very important data into a manageable form to

answer the problem of this particular research.

Research Environment

The setting of the study was in the nine public high school campuses in Dapitan

City. Some school heads were assigned in the city proper while others in the far-plunged

areas. The prospective school heads in the Division of Dapitan City are obliged to

observe the performance of the school teachers in order to support their teaching.

Supervision greatly affects the teaching-learning process and so, the school heads should

be skillful enough to do supervision so that quality of education will be achieved.

However, supervision requires great time which is usually not available for both teachers

and school heads. Supervisors or school heads with large numbers of teachers do not
 27

have a luxury of time for such individualized attention. They need to do their other school

functions. Thus, supervision for teachers will then be affected. Moreover, there are some

school heads in the Division of Dapitan City who are handling one or more school. This

means that the school heads will supervise more teachers. In this case, the researchers

seek to know how a school head can supervise all the teachers correspondingly with no

one left behind along the process considering their individual accountabilities in the

school, community especially to their respective families. As an outcome, students

overall result of all assessment examination in the national, regional and division level

will be greatly affected.

Respondents of the Study

The respondents of this study will be the English, Mathematics and Science

teachers of the nine high school campuses in the Division of Dapitan City namely:

Aseniero National High School, Barcelona National High School, Baylimango National

High School, Dapitan City National High School, Ilaya National High School, Oro

National High School, Potungan National High School, Dakak National High School and

Sulangon National High School. The total numbers of respondents are 106 which consist

of 31 Mathematics, 41 English and 34 Science teachers. No sampling technique will be

applied in selecting the respondents since all of the Mathematics, Science and English

teachers will be taken as respondents of the study. Table 1 presents the number of

English, Mathematics and Science teachers in the Division of Dapitan City.

 28

School English Science Mathematics Total

Baylimango National High School 4 3 2 9

Oro National High School 2 1 1 4

Sulangon National High School 5 5 5 15

Ilaya National High School 4 3 3 10

Dapitan City National High School 13 12 11 36

Dakak National High School 4 3 3 10

Potungan National High School 4 2 3 9

Barcelona National High School 3 3 1 7

Aseniero National High School 2 2 2 6

TOTAL 41 34 31 106

Table 1. Respondents of the Study

Research Instruments

The researchers utilized a questionnaire adapted from Sidhu and Fook (2010). The

instrument was divided into two parts. The first part will be used to get pieces of

information regarding personal profile of the teacher-respondents in terms of gender, age,

and educational qualification, area of specialization and length of service. The second

part comprised the School Heads’ Formative Supervision Skills with five indicators

extracted from the Formative Supervision Humanistic Evaluation Model of Sidhu (2010),

namely: pre-conference session, observation session, evaluation session, feedback

session, and post mortem session.

 29

Scoring Procedure

In looking into the school heads’ formative supervision skills as to the indicators:

pre-conference session, observation session, evaluation session, feedback session and

post mortem session, the scoring procedure reflected hereunder was employed.

Sr. No No. of Choices Scoring

1. Not Skillful 1

2. Less Skillful 2

3. Skillful 3

4. Much Skillful 4

5. Very Much Skillful 5

Table 2. Scoring Procedure for School heads’ Formative Supervision Skills

To draw out the perceptions of the Mathematics, Science, and English teachers

about the school heads formative supervision skills as to pre-conference session,

observation session, evaluation session, feedback session and post mortem session, the

following numerical description with verbal description was used as follows:

Mean Range Numerical Description Verbal Description

4.21- 5.00 5 Very Much Skillful (VMS)

3.41 – 4.20 4 Much Skillful (MS)

2.61 – 3.40 3 Skillful (S)

1.81 – 2.60 2 Less Skillful (LS)

1.00 – 1.80 1 Not Skillful (NS)

 30

Very Much Skillful (VMS). This means that the school heads were very much

skillful in supervising their school teachers.

Much Skillful (MS). This entails that the school heads were much skillful in

overseeing the teachers.

Skillful (S). This denotes that the school heads were skillful in administering the

teachers.

Less Skillful (LS). This signifies that the school heads were less skillful in

supervising the teachers.

Not Skillful (NS). This shows that the school heads weren’t skillful in

supervising the teachers.

Data Gathering Procedure

A letter will be sent to the Office of the Dean for the approval to gather data

signed by the instructor of the researchers. A letter of the researcher together with the

endorsement letter from the Dean will be sent to the school principals of the different

school in the division of Dapitan City to allow the researchers to conduct data gathering

to their school teachers through answering the research instrument given to them. Upon

approval, the researcher will personally administer the instrument to the Mathematics,

Science and English teachers. The questionnaires will then be immediately taken back.

After the retrieval, the responses will be tallied, computed and interpreted.
 31

Statistical Treatment of the Data

Frequency counting and percent. These will be used to find out the profile of

the respondents in terms of gender, age, educational qualification, area of specialization

and length of service. Percent will be calculated by getting the frequency of each

category divided by the total number of respondents.

Weighted mean. This will be employed to find out the level of school heads’

formative supervision skills as perceived by the teachers. Computation will be performed

by getting the product of the weight of the scale and the frequency of each scale divided

by the total respondents.

Kruskal-Wallis H. Test. This will be used to test the significant difference

among the school heads formative supervision skills.

Mann-Whitney U-Test. This will be used to test the significant difference among

the school heads’ formative supervision skills as perceived by the respondents when

analyzed according to gender.

The data collected will be encoded and analyzed using Statistical Package for the

Social Sciences (SPSS version 17.0), Statistical Minitab (Version 12 and 13), Simplified

Statistics for Beginners Software, and Microsoft Excel Data Analysis ToolPak. Statistical

test will be performed at the 0.05 level of significance.

 32

CHAPTER IV

DATA ANALYSIS AND FINDINGS

Problem 1. What is the profile of teachers in terms of:

1.1 Sex;

1.2 area of specialization;

1.3 educational qualification;

1.4 length of service

Sex

Table 3 shows the profile of the respondents in terms of their sex. It can be seen in

the table that majority or 47 (72.3%) out of the 65 respondents are female, while there are

18 (27.7%) of respondents are male teachers. This means that female teachers are

dominant in the teaching profession as compared to their counterpart. Also, the result

revealed that fewer males entered into the teaching profession. This finding prove base on

the study conducted by Rich (2014) which revealed that majority (80%) of teachers

across the country are women. This is because teaching is overwhelmingly female

profession, and in fact has become more so over time. More than three – quarters of all

teachers in kindergarten through high school are women. Moreover, Paton (2013)

supported Rich investigation which revealed that teaching is viewed as a women

 33

profession and as nurturing children, and females are viewed as more nurturing than

males. More so, female is caring and close to children.

Table 3 Frequency and Percentage Distribution of Respondents in terms of

Sex

Sex Frequency Percent

Male 18 27.7%
Female 47 72.3%
Total 65 100.0%

Area of Specialization

Teachers are responsible for the intellectual development of their students.

Teacher education programs are meant to train individuals in their subject specialization

and teach them the methodology of teaching. Table 4 presents the frequency distribution

of respondents in terms of their area of specialization. As presented, there are 18 (27.7%)

teacher’s area of specialization was belonging to Mathematics and twenty (20) out of

sixty – five respondents were belonging to Science and there twenty – seven (27) or

41.5% out of 65 teacher’s respondents are belong to English as field of specialization.

The result suggests that most of the teacher’s participated in the study are English

teachers.

Table 4 Frequency and Percentage Distribution of Respondents in terms of

Area of Specialization

Specialization Frequency Percent

Mathematics 18 27.7%
Science 20 30.8%
English 27 41.5%
Total 65 100.0%
 34

Length of Service

Length of service refers to the permanent teachers’ total length of service since

their most recent employment with the Department of Education. Table 5 manifest the

frequency and percentage distribution of teacher’s respondents in terms of their length of

service. As manifested, there are 12 or 18.5% of teacher’s length of service are five (5)

years and below. Most (29.2%) of the teacher’s respondent’s length of service are

ranging from 11 to 15 years in the academe. While there is one (1) out of sixty-five (65)

respondents whose length of service is 26 years and above. This means that most of the

teacher’s rendered more than 11 years of educating the children. This finding prove base

on the study from NSW Department of Education article entitle “2015 Teaching

Workforce Supply and Demand” which revealed that the average length of service of

teachers in secondary is approximately 14.9 years as of March 2015.

Table 5 Frequency and Percentage Distribution of Respondents in terms of

length of service

Length of Service Frequency Percent

5 years and Below 12 18.5%
6 – 10 years 18 27.7%
11 –15 years 19 29.2%
16 – 20 years 9 13.8%
21 – 25 years 6 9.2%
26 years and Above 1 1.5%
Total 65 100.0%

Educational Qualification

Teaching is a comprehensive profession requiring practitioners to take on a

variety of roles. Teaching qualifications typically involve subject matter expertise,

 35

psychological awareness and classroom management. Table 6 displays the frequency and

percentage distribution of respondents in terms of educational qualification. As displayed

in the table, there are 27 teachers of 41.5% of them are Bachelor’s Degree holder and

there 31 teachers or 47.7% earned with Masteral units. In addition, only few teachers who

obtained graduates studies. The data suggests that most of teacher’s respondents

participated in the study are baccalaureate degree holder. Thus, teachers are encouraged

to pursue their masteral or doctoral degree in order to enhance and update their

professional growth. According to the article entitle “Qualifications for Being a Teacher”

downloaded inStudy.com inferred that most teachers teaching in education holding a

bachelor’s degree. It emphasizes further, teachers educate student from various discipline

are encourage to enroll teaching certification programs for those who engaged to teach in

another discipline.

Table 6 Frequency and Percentage Distribution of Respondents in terms of

Educational Qualification

Educational Attainment Frequency Percent

Bachelor’s Degree 27 41.5%
Bachelor’s Degree with MA Units 31 47.7%
Master’s Degree 4 6.2%
Master’s Degree with Doctoral 3 4.6%
Units
Total 65 100.0%

Problem 2. What is the level of school heads’ formative supervision skills as

perceived by the teachers in terms of:

2.1 Pre–conference Session;

2.2 Observation Session;

 36

2.3 Evaluation Session;

2.4 Feedback Session; and

2.5 Post Mortem Session?

Pre-conference Session

This is the first stage in the process in which the school head in agreement with

the teacher plans for a formal observation. Table 7 shows the formative supervision skills

used by school heads in pre-conference. In an analysis of the data, the teacher’s

respondent reported that school heads are “Very Much Skillful” on the following

statements “Informs the teacher of the classroom observation”, “discusses aspects that

teacher would like to work on”, “notifies that lesson plan is one of the basis of classroom

observation”, “communicates purposes and ideas clearly”, “ensures confidentiality of

classroom observation proceedings”, “establishes trusting climate”, “views and look at

teacher as a willing partner”, and “perceived by teachers as a skilled mentor” while items

such as “Provides agreement upon a suitable time for a classroom visit” and “sets time

for a pre-conference are rated among respondents as “Much skillful”. The data suggests

that the school heads have a surprise visit to every teacher. This might be inferred that the

school heads will check an monitor whether his or her teacher perform well their tasks

inside the school.

Generally, the teacher’s respondent perceived the level of school heads’ formative

supervision skills in terms of pre-conference as “Very Much Skillful”. This means that

before observing a teacher, the school heads set a date to observe, go over any specifics

and inform the teacher the thing that would like to for.
 37

Table 7 Level of School Heads’ Formative Supervision Skills as perceived by

the teachers in terms of Pre-conference Session

A. Pre-Conference Session Weighted Description

As school head, she/he … Mean Value
1. Informs the teacher of the classroom observation. 4.40 Very Much
Skillful
2. Discusses aspects that teacher would like to work 4.29 Very Much
on. Skillful
3. Notifies that lesson plan is one of the basis of 4.46 Very Much
classroom observation. Skillful
4. Communicates purposes and ideas clearly. 4.26 Very Much
Skillful
5. Ensures confidentiality of classroom observation 4.29 Very Much
proceedings. Skillful
6. Provides agreement upon a suitable time for a 4.20 Much Skillful
classroom visit.
7. Establishes trusting climate. 4.23 Very Much
Skillful
8. Views and look at teacher as a willing partner. 4.26 Very Much
Skillful
9. Perceived by teachers as a skilled mentor. 4.29 Very Much
Skillful
10. Sets time for a pre-conference. 4.20 Much Skillful
Averaged Weighted Mean 4.29 Very Much
Skillful
Legend: 1.00 – 1.80 Not Skillful: 1.81 – 2.60 Less Skillful: 2.61 – 3.40 Skillful: 3.41 – 4.20 Much
Skillful: 4.21 – 5.00 Very Much Skillful

Observation Session

In this session, the school head focuses on the teacher’s performance in the

classroom and records what is said by the teacher and the students. Table 8 presents the

formative supervision skills of school heads in terms of observation as perceived by

teachers. As presented in the table, the data analysis revealed a computed weighted value

is ranging from 3.83 to 4.34 which described as “Much Skillful” to “Very Much Skillful”

respectively. The data suggests that during observation session the school head will arrive

and leaves on time, collect data on teaching and learning process and records the relevant

data using field notes. This implies that the data is necessary and is the main source of
 38

information that can help the school head to identify a teacher’s competency. However,

the statement “takes a seat at a strategic location” is rated as “Much Skillful”. This result

revealed that not at all time the school heads takes their seats while observing his or her

teacher inside the classroom.

Generally, the teachers perceived the formative supervision skills of school heads

in terms of observation are “Much Skillful”. This finding implies that some school heads

spends not sufficient enough time in the classroom and seldom to performs video/audio

recording on the observation proceedings.

Table 8 Level of School Heads’ Formative Supervision Skills as perceived by

the Teachers in terms of Observation Session.

As school head, she/he … Weighted Description

Mean Value
1. Observes the whole lesson. 4.09 Much Skillful
2. Arrives and leaves the room on time. 4.23 Very Much Skillful
3. Spends sufficient time in the classroom. 4.20 Much Skillful
4. Takes a seat at a strategic location. 4.20 Much Skillful
5. Pays attention to what is happening in groups in 4.26 Very Much Skillful
the class and to the personal interaction between
the pupils.
6. Collects data on teaching and learning process 4.29 Very Much Skillful
including teacher characteristics.
7. Records relevant data using field notes. 4.34 Very Much Skillful
8. Conducts verbatim note taking to ensure all 4.23 Very Much Skillful
teacher-student interactions are recorded.
9. Performs video/audio recording on the 3.83 Much Skillful
observation proceedings.
10. Builds a thorough understanding and in-depth 4.21 Very Much Skillful
knowledge of classroom observation.
Averaged Weighted Mean 4.19 Much Skillful
Legend: 1.00 – 1.80 Not Skillful: 1.81 – 2.60 Less Skillful: 2.61 – 3.40 Skillful: 3.41 – 4.20 Much
Skillful: 4.21 – 5.00 Very Much Skillful

Evaluation Session

Evaluation session refers to the data analysis phase. This is where the results are

handled depends on whether a session is invoked. Table 9 manifest the level of school
 39

head’s formative skills as perceived by the teachers in terms of evaluation session. As

manifested, the data was analyzed and revealed that a computed weighted mean is

ranging from4.10 to 4.40 which described as “Much Skillful to Very Much Skillful”. It

can be gleaned from the table; the teachers perceived their school heads as “Much

Skillful” in conducting data analysis and prepare the summary of the evaluated data. The

result suggests the school heads often conduct data analysis and prepares the summary of

the evaluated data. This means that the school heads need to enhance their skills in

conducting data analysis and need more knowledge in the preparing the summary of the

evaluated data.

On the other hand, the teacher’s respondent perceived their school heads as “Very

Much Skillful” in embraces growth, change, and respect on teachers’ knowledge and

abilities and accounts significantly appropriate data for analysis. This finding supported

from the study of Sidhu (2010) which states that the supervisors is to review the data

collected and identify the teachers’ strength and areas of concern that have the greatest

effect on student learning.

Generally, the teachers perceived the level of school heads’ formative supervision

skills in terms of evaluation session as “Very Much Skillful”. This means that through

evaluation the supervisors are looking forward to deliver the appropriate outcome for the

staff and create a positive impact in the staff performance. This finding supported from

the study of Fischer (2000) which states that the supervisors or school heads is

knowledgeable to translate the results of observations and summary of data into

meaningful conference feedback that guides and encourages teachers to improve

instruction.
 40

Table 9 Level of School heads’ Formative Supervision Skills as Perceived by

the Teachers in Terms of Evaluation Session.

As school head, she/he … Weighted Description

Mean Value
1. Conducts data analysis. 4.10 Much Skillful
2. Segregates negative observations from positive 4.37 Very Much
observation. Skillful
3. Analyzes skilfully the teachers’ performance. 4.29 Very Much
Skillful
4. Accounts significantly appropriate data for 4.40 Very Much
analysis. Skillful
5. Knows what to evaluate and analyze in classroom 4.34 Very Much
observation information and other data. Skillful
6. Translates the results of the observation to a 4.31 Very Much
meaningful data. Skillful
7. Prepares the summary of the evaluated data. 4.18 Much Skillful
8. Embraces growth, change, and respect on 4.40 Very Much
teachers’ knowledge and abilities. Skillful
9. Prepares for a meaningful conference feedback. 4.26 Very Much
Skillful
10. Keeps data with care and confidentiality. 4.21 Very Much
Skillful
Averaged Weighted Mean 4.29 Very Much
Skillful
Legend: 1.00 – 1.80 Not Skillful: 1.81 – 2.60 Less Skillful: 2.61 – 3.40 Skillful: 3.41 – 4.20 Much
Skillful: 4.21 – 5.00 Very Much Skillful

Feedback Session

Feedback session is concern to the post conference stage in the formative

supervision. In this stage, both school head and the teacher collaboratively review and

analyze the observed lesson focusing on both the strengths and areas of concern. Table 10

reflects the level of school heads’ formative supervision skills as perceived by the

teachers in terms of feedback session. As reflected in the table, the data analysis turned

out that the computed weighted mean value is ranging from 4.26 to 4.37 which both

described as “Very Much Skillful”. This means that the school heads are always uses post

conference as a two-way communication process and expresses care and interest, and
 41

offer praise to the teachers and gives the teacher a chance to pose questions. This data

suggest that the teachers are ready and willing to grow professionally. This also implies

that the teacher and school head work collaboratively in order to identify the problem

areas, suggest solutions and the teacher willing to listen the feedback of his or her

supervisor. The findings corroborated from the study of Ayeni (2012) which concluded

that challenges that principals faced in the tasks of institutional governance, resource

inputs, curriculum delivery and students’ learning require effective collaboration and

goal-oriented synergetic interrelationship between the school and the relevant

stakeholders in its environment.

Generally, the teacher’s respondent level of school heads’ formative supervision

skills in terms of feedback session as “Very Much Skillful”. This means that the school

heads are always give feedback on the professional activity of teachers inside the

classroom. The data supported by the study of Sidhu and Fook (2011) pointed out that

supervisor should observed, nurture, and give feedback on the professional activity of

teaching and learning to teachers.

Table 10 Level of School Heads’ Formative Supervision Skills as Perceived by

the Teachers in Terms of Feedback Session.

As school head, she/he … Weighted Description

Mean Value
1. Holds post conference. 4.31 Very Much
Skillful
2. Communicates immediate feedback to the teacher 4.26 Very Much
within 24 hours. Skillful
3. Focuses feedback on the act of teaching rather 4.34 Very Much
than on the person of the teacher. Skillful
4. Provides feedback on both strengths and 4.34 Very Much
weakness. Skillful
5. Uses post conference as a two-way 4.37 Very Much
communication process. Skillful
 42

6. Gives feedback that is specific to classroom 4.29 Very Much

observation. Skillful
7. Expresses care and interest, and offer praise. 4.37 Very Much
Skillful
8. Praises and focus on specific and concrete 4.31 Very Much
teaching behaviours. Skillful
9. Gives the teacher a chance to pose questions. 4.37 Very Much
Skillful
10. Uses results of observation and the summary of 4.29 Very Much
data in praising and criticizing the observation Skillful
proceedings.
Averaged Weighted Mean 4.33 Very Much
Skillful
Legend: 1.00 – 1.80 Not Skillful: 1.81 – 2.60 Less Skillful: 2.61 – 3.40 Skillful: 3.41 – 4.20 Much
Skillful: 4.21 – 5.00 Very Much Skillful

Post Mortem Session

Post Mortem session is formative supervision which marks the end of the guided

conference where both school head and the teacher agree upon the next plan of action and

decide on reasonable time lines agreeable to both. Table 11 presents the level of school

heads’ formative supervision skills as perceived by the teachers in terms of post mortem

session. As presented in the table, the computed weighted mean value is ranging from

4.11 to 4.34 which described as “Much Skillful to “Very Much Skillful”. It can be

gleaned from the table, the teacher’s respondent admitted that the school heads are much

skillful to conducts post mortem conference and guides and encourages teachers to

improve instruction. This means that the school heads are often share with the teacher the

support and monitor mechanism that will be put in place for teacher development.

Generally, the teacher’s respondent perceived the level of school heads’ formative

supervision in terms of post mortem session as “Very Much Skillful”. This means that the

school heads always provide teacher the opportunities to express thoughts and opinions
 43

including disagreements. Further, the school heads consider themselves as critical friends

to teachers and talks with teachers to promote reflection.

Table 11 Level of School Heads’ Formative Supervision Skills as Perceived by

the Teachers in Terms of Post Mortem Session.

As school head, she/he … Weighted Description

Mean Value
1. Conducts post mortem conference. 4.17 Much Skillful
2. Talks with teachers to promote reflection. 4.31 Very Much
Skillful
3. Makes suggestions that are purposeful, 4.29 Very Much
appropriate, and non-threatening. Skillful
4. Increases teachers’ motivation, satisfaction, self- 4.26 Very Much
esteem, efficacy, and sense of security. Skillful
5. Considers themselves as critical friends to 4.31 Very Much
teachers. Skillful
6. Guides and encourages teachers to improve 4.17 Much Skillful
instruction.
7. Provides teachers the opportunities to express 4.34 Very Much
thoughts and opinions including disagreements. Skillful
8. Tells the teacher the next observation. 4.11 Much Skillful
9. Directs the teacher the priorities to be worked on. 4.27 Very Much
Skillful
10. Discusses realistic steps and remedies to 4.26 Very Much
promote continuing professional growth. Skillful
Averaged Weighted Mean 4.25 Very Much
Skillful
Legend: 1.00 – 1.80 Not Skillful: 1.81 – 2.60 Less Skillful: 2.61 – 3.40 Skillful: 3.41 – 4.20 Much
Skillful: 4.21 – 5.00 Very Much Skillful

Table 12 displays the summary table on the level of school heads’ formative

supervision skills as perceived by the teachers. It can be gleaned from the table, the

teacher’s respondents rated the formative supervision skills indicator as “Very Much

Skillful” except observation skill which is perceived by teachers as “Much Skillful”. This

means that teacher’s respondent reported that need improvement by school heads as far

as their observation skill is concerned. Part of school head tasks is to observed teachers;

thus, it is necessary to enhance the knowledge and skills of the school heads in order to
 44

facilitate the improvement of their subordinates. Henderson and Gysbers, (2006) supports

the present findings which states that the supervision of the school heads is most effective

if the aim targets sees improvement among their staff. In support of this, it is therefore

clear that the attitudes, competencies and skills of the school heads possess and can

influence the teachers through training and provided support in their profession.

Table 12 Summary on the Level of School Heads’ Formative Supervision Skills

as perceived by the teachers.

Formative Supervision Skills Averaged Weighted Description

Mean Value
Pre-conference Session 4.29 Very Much Skillful
Observation session 4.19 Much Skillful
Evaluation session 4.29 Very Much Skillful
Feedback session 4.33 Very Much Skillful
Post mortem session 4.25 Very Much Skillful
Grand Weighted Mean 4.27 Very Much Skillful

Problem 3. Is there a significant difference among school heads’ formative

supervision skills as perceived by the teachers analyzed according to sex, area of

specialization, educational qualification, and length of service?

Table 13 presents the test of difference among school head’s formative

supervision skills in terms of pre-conference session as perceived by teachers when

analyzed according to their profile. As presented in the table, as data analyzed in terms of

pre-conference skills the p-value revealed is greater than at 0.05 level of significance

along sex, area of specialization, educational qualification, and length of service of

teacher. This means that sex, area of specialization, educational qualification, and length

of service of teacher doesn’t differ to the pre-conference skills. This implies that no

matter the sex, area of specialization, educational qualification, and length of service of

teacher their perception along pre-conference stage did not differ significantly. The
 45

present finding was supported by the study of Sindhvad (2009)results indicated no

differences related to demographic and contextual factors among principals’ beliefs about

their capacity to support teachers and their beliefs about the effectiveness of instructional

supervision, professional development, and classroom resources.

Table 13 Test of Difference among School Head’s Formative Supervision Skills

(pre–conference session) as Perceived by the Teachers when analyzed
according to their Profile.

Profile Statistical Test

Kruskal Mann- p-value Decision Remarks
Wallis Whitney
Sex Accept Not
- 83.00 0.181
Ho Significant
Area of Specialization Accept Not
0.088 - 0.957
Ho Significant
Educational Attainment Accept Not
2.855 - 0.240
Ho Significant
Length of Service Accept Not
1.572 - 0.456
Ho Significant

Table 14 presents the test of difference among school head’s formative

supervision skills in terms of observation session as perceived by teachers when analyzed

according to their profile. As presented in the table, the computed p-value revealed is

greater than at 0.05 level of significance along sex, area of specialization, educational

qualification, and length of service of teacher in terms of observation skills of school

heads. This means that profile sex, area of specialization, educational qualification, and

length of service of teacher doesn’t differ to the observation skills of school heads. This

implies that no matter the sex, area of specialization, educational qualification, and length

of service of teacher their perception along observation skill did not differ significantly.

Table 14 Test of Difference among School Head’s Formative Supervision Skills

(observation session) as Perceived by the Teachers when analyzed
according to their Profile.
 46

Profile Statistical Test

Kruskal Mann- p-value Decision Remarks
Wallis Whitney
Sex Accept Not
- 92.00 0.343
Ho Significant
Area of Specialization Accept Not
0.841 - 0.657
Ho Significant
Educational Attainment Accept Not
3.639 - 0.162
Ho Significant
Length of Service Accept Not
8.361 - 0.137
Ho Significant

Table 15 presents the test of difference among school head’s formative

supervision skills in terms of evaluation session as perceived by teachers when analyzed

according to their profile. As presented in the table, the computed p-value revealed is

greater than at 0.05 level of significance along sex, area of specialization, educational

qualification, and length of service of teacher in terms of evaluation skills of school

heads. This means that profile sex, area of specialization, educational qualification, and

length of service of teacher doesn’t differ to the evaluation skills of school heads. This

implies that no matter the sex, area of specialization, educational qualification, and length

of service of teacher their perception along evaluation skill did not differ significantly.

Table 15 Test of Difference among School Head’s Formative Supervision Skills

(evaluation session) as Perceived by the Teachers when analyzed
according to their Profile.

Profile Statistical Test

Kruskal Mann- p-value Decision Remarks
Wallis Whitney
Sex Accept Not
- 103.50 0.606
Ho Significant
Area of Specialization Accept Not
1.208 - 0.547
Ho Significant
Educational Attainment Accept Not
4.368 - 0.113
Ho Significant
Length of Service Accept Not
7.096 - 0.214
Ho Significant
 47

Table 16 presents the test of difference among school head’s formative

supervision skills in terms of feedback session as perceived by teachers when analyzed

according to their profile. As presented in the table, the computed p-value revealed is

greater than at 0.05 level of significance along sex, area of specialization, educational

qualification, and length of service of teacher in terms of feedback skills of school heads.

This means that profile sex, area of specialization, educational qualification, and length

of service of teacher doesn’t differ to the feedback skills of school heads. This implies

that no matter the sex, area of specialization, educational qualification, and length of

service of teacher their perception along feedback skill did not differ significantly.

Table 16 Test of Difference among School Head’s Formative Supervision Skills

(feedback session) as Perceived by the Teachers when analyzed
according to their Profile.

Profile Statistical Test

Kruskal Mann- p-value Decision Remarks
Wallis Whitney
Sex Accept Not
- 86.00 0.229
Ho Significant
Area of Specialization Accept Not
0.158 - 0.924
Ho Significant
Educational Attainment Accept Not
2.876 - 0.237
Ho Significant
Length of Service Accept Not
4.775 - 0.444
Ho Significant

Table 17 presents the test of difference among school head’s formative

supervision skills in terms of post mortem session as perceived by teachers when

analyzed according to their profile. As presented in the table, the computed p-value

revealed is greater than at 0.05 level of significance along sex, area of specialization,

educational qualifications, and length of service of teacher in terms of post mortem skills

of school heads. This means that profile sex, area of specialization, educational
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qualification, and length of service of teacher doesn’t differ to the post mortem skills of

school heads. This implies that no matter the sex, area of specialization, educational

qualification, and length of service of teacher their perception along post mortem skill did

not differ significantly.

Table 17 Test of Difference among School Head’s Formative Supervision Skills

(post mortem session) as Perceived by the Teachers when analyzed
according to their Profile.

Profile Statistical Test

Kruskal Mann- p-value Decision Remarks
Wallis Whitney
Sex Accept Not
- 83.50 0.201
Ho Significant
Area of Specialization Accept Not
0.744 - 0.689
Ho Significant
Educational Attainment Accept Not
2.679 - 0.262
Ho Significant
Length of Service Accept Not
10.150 - 0.071
Ho Significant

Problem 4. What are the implications of supervision to school heads, teachers and

students?

This present study revealed that formative supervision has been observed among

secondary school heads. The school heads were perceived by the teachers as “Very Much

Skillful” along pre-conference, evaluation, feedback and post mortem session while

perceived as “Much Skillful” in observation session. This would tell us that the school

heads were doing well as supervisors of the teaching and learning but still need and

acquire more knowledge and skill as far as observation skills are concerned. Holland and

Adam (2002) stressed that formative supervision administered in schools does help in

increasing the teaching development of teachers while at the same time enable teachers to

make improvements on their teaching practice to be more effective. Furthermore, they

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also describe supervision as one size fits all-practice. Through effective formative

supervision, teachers are able to improve on their teaching performance in terms of their

teaching practice and the level of teaching knowledge in and out of classrooms. Zepeda

(2007) states that formative supervision can act as the basis towards the improvement of

the teachers’ methods of teaching. Teachers prefer to seek advice from colleagues than

school heads. However, effective school heads who realize the importance of supervision

will encourage improvements in their teachers. Since formative supervision is focused on

the teaching quality, the evaluation towards teachers can be the catalyst in improving

teachers’ teaching, students and school performance. Formative supervision needs a great

deal of time to be enforced effectively but this practice proves to be worthwhile to

increase teachers’ teaching performance (Thomas, 2008). Thus, formative supervision is

away for teachers to improve their teaching performance which is ultimately will benefit

the students through the improvements. An assumption regarding formative supervision

is that without guidance and assistance, teachers are not able to change or improve

(Olivia & Pawlas, 2004). Zawawi (2002) said that about 75.0% of teachers agree that

formative supervision helps to increase their teaching quality. His research finding also

showed that 82.5% of teachers agree that formative supervision has to focus on teaching

techniques, questioning styles, set induction and two-way communication between

teachers and students. Formative supervision encourages teachers to examine and

practice the art of teaching that involves observation on teachers while they are

interacting with their students (Beach & Reinhartz, 2002). But it would only be effective

if school heads will follow formative supervision skills based on the clinical supervision

in the humanistic evaluation model of Sidhu (2010) which involves five main stages
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presented in Figure 1. Formative supervision has been very effective in various ways: (a)

teachers have become more analytical towards their own instructions in the classroom,

(b) it has provided ground on which teachers can discuss the issues related to their

instruction with a formative supervisor and easily get outside assistance whenever they

need, (c) it has created self-responsibility and self-confidence in teachers in terms of the

preparation, implementation and evaluation of their lesson, (d) it has also created

awareness In teachers towards all the teaching activities taking place in the classroom,

after which the teachers have learned to ask themselves the purpose of each activity they

are to instruct, (e) it has helped the teachers revise their strategies in teaching four

language skills and use educational equipment such as tape-recorder, video, etc.

efficiently, (f) also their classroom management strategies and their roles as a teacher, (g)

improvement in their instructions of teachers has been reflected positively on the success

ratio of their students to a significant extent.

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Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the most salient findings of the present research study.

Conclusions were then drawn and the corresponding recommendations are offered.

Summary

This study aimed to find out the school heads’ formative supervision skills in

Mathematics, Science and English teaching as perceived by the teachers of the nine high

school campuses in the Division of Dapitan City for the school year 2016-2017.

Specifically, this study seeks answers to the following questions:

5. What is the profile of teachers in terms of:

1.1 sex;

1.2 area of specialization;

1.3 educational qualification;

1.4 length of service?

6. What is the level of school heads’ formative supervision skills as perceived by

the teachers in terms of:

2.1 pre–conference session;

2.2 observation session;

2.3 evaluation session;

2.4 feedback session; and

2.5 post mortem session?

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7. Is there a significant difference among school heads’ formative supervision

skills as perceived by the teachers analyzed according to gender, area of

specialization, educational qualification, and length of service?

8. What are the implications of supervision to school heads, teachers and

students

Hypothesis

Ho1: There is no significant difference among the school heads’ formative

supervision skills as perceived by the teachers analyzed according to gender, area of

specialization, educational qualification and length of service.

This research study used the descriptive survey method with the aid of checklists

questionnaire. The instrument was referred to researchers’ adviser and researcher

instructor for content validation. This study was conducted in nine public high school

campuses in Dapitan City. The respondents of this study are 106 which consist of 31

Mathematics, 41 English and 34 Science teachers of the nine high school campuses in the

Division of Dapitan City. Frequency count, percentage, Mann-Whitney and Kruskal

Wallis Test were the statistical tools used to answer specific objectives of the study.

Findings

Based on the data gathered the following findings were revealed:

1. Majority of the teacher’s respondents are female (72.3%) and mostly (41.5%) of

them are English teachers (51.0%) with 11 to 15 years (29.2%) length of service

and earned Bachelor Degree with masteral units (47.7%).

2. Generally, the teachers perceived the level of school heads’ formative supervision

skills as “Very Much Skillful” along pre-conference (wm=4.29), evaluation

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(wm=4.29), feedback (4.33), and post mortem (wm=4.25) while the school heads

are “Much Skillful” in observation session (wm=4.19).

3. It was found out that the computed p-values of the school heads’ formative

supervision skills (pre-conference, observation, feedback, post mortem and

evaluation) when analyzed according to their profile teachersare greater than the

level of significance of 0.05. Thus, the null hypothesis is accepted.

Conclusions

Based on the findings, the following conclusions are hereby offered. It can be

concluded that in various National High School in the Division of Dapitan City, female

teacher is dominant than male’s counterpart. This is because teaching is viewed as a

women profession and nurturing children, and women are caring and have patience than

men in molding children. It added further that school heads need and acquire more

knowledge and skill as far as observation skills are concerned. In addition, the school

head only take much sufficient time to observed in the classroom. Finally, the data does

provide sufficient evidence to conclude that the level of school heads’ formative

supervision skills such as pre-conference, observation, evaluation, feedback and post

mortem did not differ significantly when analyzed as to their profile. This implies that no

matter the sex, area of specialization, educational qualification, and length of service of

teacher did not differ significantly.

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Recommendations

Based on the findings and conclusions, the following recommendations are

hereby offered:

1. The school heads are encouraged to attain training and seminar workshop

related to formative supervision skills specifically observation skills in order

to enhance their knowledge and skills.

2. The head of the Dapitan City Division must monitor and check school heads

whether they performed their supervisory tasks among identified high school

campuses.

3. Similar studies conducted pointing to the “School Heads’ Formative

Supervision of English, Mathematics and Science Teachers: Evidenced from

Teacher’s Perspective”.