See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/357133455

Mirroring the Faces of Leadership: Instructional Supervision Practices of School

Leaders During the New Normal

Preprint · December 2021

CITATIONS READS

0 895

1 author:

Nemia Desierto
Philippine Women's University
1 PUBLICATION   0 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Educational Management View project

All content following this page was uploaded by Nemia Desierto on 17 December 2021.

The user has requested enhancement of the downloaded file.

 Permission to publish this pre-print ahead of the 2022 target publication date has been granted
by the Editor in Chief of PWU Research Journal (Philippine Women’s University).

Mirroring the Faces of Leadership: Instructional Supervision

Practices of School Leaders During the New Normal
Nemia B. Desierto
Philippine Women’s University
School of Education
20132096@pwu.edu.ph
nemia.b.desierto@alumni.pwu.edu.ph

Abstract

Education has been the most affected by this COVID19 pandemic. Its huge changes have
impacted on almost all stakeholders including the instructional supervisory practices of
school leaders. This descriptive study was conducted with the objective of examining the
extent of instructional supervisory practices of school leaders that are applicable to the
new normal. A total of 6 school heads, 46 department heads and 48 master teachers
were the respondents selected using the purposive sampling technique. A researcher-
made questionnaire that underwent the process of validation and pilot testing was utilized.
A Likert scale was used to determine the extent of the performance the school leaders
applied in the new normal. Results of the study showed that there is no significant
difference in the flexible instructional supervisory practices of the school leaders that are
applicable to the new normal when grouped according to their profile and there is no
significant difference in the level of supervisory assistance that the school leaders render
in the new normal when grouped according to their profile. Based on the presented
results, a development program for school leaders to enhance their supervisory practices
was crafted. This paper recommends training/ seminars/ workshops on the
transformational leadership and enhanced instructional supervisory styles and practices
of school leaders applicable in the new normal.

Keywords: COVID-19; Learning Delivery Modality (LDM): Most Essential Learning

Competencies (MELCs)), Pandemic; Weekly Home Learning Plan.

INTRODUCTION

The COVID -19 pandemic is one of the greatest global challenges in our generation that
has affected the world including our country. March 2020 will forever be known in the
education community as the month when almost all the world’s schools shut their doors
due to this deadly coronavirus. Its global impact is multifaceted and clearly manifested in
almost all sectors particularly the education sector. Pandemic has affected all sectors
especially the educational sector all over the world. The devastation of this deadly
coronavirus is clearly revealed in schools’ closure. It greatly affects teachers, students,
and parents. This new landscape of education creates remarkable changes, and its great
impact will be always remembered (cf. Maulana et al., 2022; Munalim, 2021a; Munalim,
2021b; Sicat, 2021; Sunga et al., 2022; Yun, 2021a; Yun, 2021b; Zalsos et al., 2021).

1
Education must continue and the Department of Education (DepEd- Philippines) is
committed to ensure educational continuity amidst the challenges. It must continue to give
hope and stability, contribute to the normalization of activities in the country, facilitate
development of learners and bring normalcy to their lives, but health and safety of learners
and school personnel are of utmost importance. In our country, the Department of
Education (DepEd) ensures the continuity of the delivery of quality, relevant, and
accessible education to our learners despite the ongoing Pandemic. DepEd
comprehensively studied and planned the safe but quality reopening of schools that will
be accessible to every child.

Thus, the Department of Education issued DepEd Order No.012, s.2020 titled, Adoption
of the Basic Education Learning Continuity Plan (BE-LCP) for School Year 2020-2021 in
the light of COVID-19 Pandemic. The LCP is a major response in finding ways for
education to continue amidst the pandemic crisis. It includes key features on K-12
curriculum adjustments; alignment of learning materials; various modalities of delivery;
and corresponding teacher and parent/guardian training for homeschooling. These
modifications on certain policies and practices were necessary steps in adapting to the
new normal while remaining true to the framework of Sulong Edukalidad and Education
Futures. There are modifications and adjustments in the curriculum that are made for the
schools’ practices and policies that could be adaptable and applicable to the new normal
of education without compromising the essence of DepEd’s Sulong Edukalidad and
Education Futures. These comprise some alignments in the curriculum and of learning
materials, preparation of various modalities of learning delivery; and responding to the
teacher and parent/ guardian training for homeschooling.

The COVID-19 pandemic had led to significant and intensified workloads particularly to
school leaders and teachers as they had to work to not only move teaching content and
materials into the online space, but also become sufficiently adept in navigating the
requisite software. The impact on instructional leadership and to students as well was
uneven. In some contexts, for example, some universities and private schools and basic
education schools, were already on their established online and mixed modes of course
delivery. In others, particularly the public schools in our country, were caught unprepared
by the effects of the COVID-19 pandemic.

Thus, the needed reaction to this pandemic must be with compassion and human
solidarity. More interestingly, the education sector discovered ways how the online
pedagogies would serve the interests of teachers and learners and enable high levels of
student engagement and outcomes to which we aspire as school leaders and teacher
educators.

At this point, instructional supervision of school leaders is of great importance. According

to Chen (2017), instructional supervision is deemed important due to the following
reasons: to provide objective feedback to teachers; to diagnose and solve teaching and
learning problems; to help teachers develop their strategies and skills applicable to the
new normal, to evaluate teachers for quality teaching practice promotions or

2
appointments; and to help teachers maintain a positive attitude in times of changes and
challenges.

REVIEW OF RELATED LITERATURE

Framework of the Study

The study is anchored on Transformational Leadership Theory. It is a theory of leadership
where a leader works with teams to identify needed change, creating a vision to guide the
change through inspiration, and executing the change in tandem with committed
members of a group (Odumeru, & Ogbonna, 2013). members to reshape their
perceptions in the needed change and to make them realize the strength of their vision
and personality during critical times. A transformational leader will guide his members to
cope and deal with a difficult situation and become an inspiration to them. At this time of
global pandemic, transformational leaders are really needed for their qualities. They are
the ones who will motivate and instill positive attitudes for their teachers to work and do
their duties to sustain the delivery of quality, accessible, relevant, and liberating basic
education to the learners. With the new and unique way of educating students during this
pandemic is really challenging for leaders as well as for the followers to meet targeted
goals. Promoting acceptance and positive outlook, patience, eagerness to learn and
teach using the technology are the behavioral qualities school leaders and teachers
should possess.
‘
Related Studies
According to King (2014) research on exemplary school leadership programs suggests
that programs are more effective when school districts and training providers work
together to improve school performance. Leadership development initiatives are not
feasible without different partnerships along the way. It is interesting to note that school
leaders who consistently work to make sure that everyone in the school takes a positive
view of the school environment yielded the highest student achievement.

Furthermore, effective instructional leaders are intensely involved in curricular and

instructional issues that directly affect student achievement (Cotton, 2003). Research
conducted by King (2014) confirms that this important role extends beyond the scope of
the school leaders to involve other leaders as well.

In public schools, school leaders like principals, department heads and master teachers
have a firm understanding of their roles as instructional leaders. For master teachers
alongside with the school heads and department heads to be instructional leaders; they
are very functional in their respective schools. The master teacher assists the principal in
creating curriculum agendas and how these should be implemented to provide the
learning areas and its schedule for implementing them.

School heads, area coordinators and master teachers can reflect on their skills and
contributions as to implement strategies in the classroom through modeling, providing
team teaching, providing various help to teachers needed in the classroom, working with
groups of students in classroom and teaching classes. Master teachers also work with

3
the leadership team and administrators to look at the data of students’ achievements and
assessment carefully, analyze the specific needs of the students and research various
strategies needed for this Pandemic not only for students’ strategies but the pedagogical
strategies for teachers. These roles as master teachers are designed for them as
instructional leaders. Current master teachers can also achieve a deeper understanding
of their position and how they can support teachers during this time of Pandemic.

Onyali (2016) stated that in any schools, especially the public schools, there ought to be
a main who occupies a high status with the aid of virtue of his appointment as the faculty
head. The energy of the faculty rests with his functional management trends and he must
be able to stimulate and invigorate the academic environment. At this point, instructional
supervision of school leaders is of great importance. According to Chen (2017),
instructional supervision is deemed important due to the following reasons: (1) to provide
objective feedback to teachers; (2) to diagnose and solve teaching problems; (3) to help
teachers develop their strategies and skills; (4) to evaluate teachers for promotions or
appointments; and (5) to help teachers maintain a positive attitude.

The disruption caused by COVID-19 Pandemic has forced the adoption of online learning
in schools. Teacher training is a major consideration that would require schools to
readjust their budget allocation to respond to this emerging need. Online teaching
involves a lot of preparation, and teachers now find themselves having to use tool they
are not familiar with. Therefore, countless research devoted to the benefits of online
education suggests that online learning is as good as face-to-face classroom learning.
The advantages of online learning include flexibility and self-paced learning, lower costs,
improved virtual communication and collaboration, better time management, refined
critical thinking skills and new technical skills (Obana, 2020).

Online teaching and learning are going to be more regular, and teachers must be
prepared to teach online. Online learning is not new. What is new is that schools are
embracing it as vital to how the next generation of learners are taught. In a world where
disasters and disruptions are increasingly becoming the new normal, it is imperative for
schools and universities to train teachers on how to teach online and to encourage them
to devote their time to teaching online at least as a drill mechanism to prepare for
unexpected events. It is not just about the pandemic, but other events like earthquakes,
floods and other calamities will compel teachers and students to stay home to teach or
study online. However, the use of technology, especially now with the pandemic,is
considered a big challenge both for teachers and learners. Public schools do not have
this high-quality online learning tools to augment every learner’s need.

Gonser (2021) pointed out in her article that educators’ health and well-being must be
prioritized in school culture. School leaders can help create the conditions for this.
Likewise, she added that the school counsellors are shouldering the tremendous
responsibility of helping young people heal from the momentous events of the past year
and ongoing trauma brought by the pandemic. The stress of this disrupted school year
is impacting all educators, and even under normal circumstances, teachers are
confronted by stressful, taxing conditions like overcrowded classes, long hours, crushing

4
workloads and the emotional and physical needs of their students. The author also
suggested the following practical ideas on how school leaders could help. Survey
teachers and listen to them. Also, to help teachers and staff manage stress this year,
school leaders can develop ‘unconventional but extremely successful channels of support
for not just teachers but all of the schools’ staff. School leaders checked in with teachers
and staff via an online survey focusing on health and wellness and they listened to what
the teachers and the staff revealed in the survey. This gave teachers an actual break.

McSherry (2020) said that 2020 in Australia had been a year of uncertainty but also new
learning opportunities for many principals. Principals have needed to be both flexible and
creative to ensure learning remains targeted and engaging. COVID-19 pandemic has
been a time of upskilling in information technology, creating new opportunities to connect
with people virtually. Similarly, the author related her experience as principal how she
managed her school in this trying time, like early career teachers worked alongside
experienced teachers in creating diverse programs and activities. Professional learning
communities at the school also came together to develop resources and learning
programs. Learning improved as families became more informed about and involved in
classroom learning routines and programs. Students are involved in real life problem
solving that made learning for them more relevant.

Altman (2020) indicated that all stakeholders in education must be greatly committed and
adaptive to the new normal in education, and what it means in terms of new skill sets,
technology, and training. This is a work in progress. There are lot of possible online
resources to help meet the challenges of the new normal in school education

The DepEd developed a Basic Education-Learning Continuity Plan (BE-LCP), a package

of education interventions that will respond to basic education challenges brought about
by COVID-19. In developing the BE-LCP, DepEd engaged internal and external
stakeholders for inputs in the design of a learning delivery strategy and operational
direction that ensured the health, safety, and well-being of all learners, teachers, and
personnel of the Department.

The Learning Continuity Plan (LCP) covered the essential requirements of education in
time of Pandemic; the most essential learning competencies, multiple learning delivery
modalities for teachers, roles of school leaders and learners, required health standards
in schools and workplaces, and special activities like Brigada Eskwela, Oplan Balik
Eskwela, and partnerships. In the LCP, the choice and contextualization of the learning
delivery modality of schools will depend on the local COVID-19 situation as well as access
to certain learning platforms. Learning Continuity Plan should be based less on method
and more on objectives, what the learners had to learn and accomplished were deemed
important.

It is in this premise that this study will determine the extent of instructional supervisory
practices of school leaders in the new normal. The researcher is curious to find out how
school leaders significantly influenced the commitment and support in supervising
teachers in the new normal. The researcher is also determined to come up with a study

5
on how the instructional supervisory practices of school leaders has evolved in the new
normal.

PURPOSE OF THE STUDY

This study aims to investigate the instructional supervision practices of school leaders
during the new normal in education. Specifically, it seeks to answer the following
questions:

1. What is the profile of the participants in terms of age, gender, highest educational
attainment, job position, and years of supervisory experience?
2. To what extent do the school leaders perform the following flexible instructional
supervisory practices applicable to the new normal in terms of creation of an
instructional supervisory plan, development of instructional materials, evaluation
of lesson plan and learning outcomes, conduct of classroom observation or
visitation, conduct of conferences, coaching and mentoring, supervision of
teachers’ development programs, checking of instructional materials and provision
of in- service programs?
3. What is the extent of the supervisory assistance rendered by school leaders to
enhance the teachers’ performance and the learners’ achievements in the
following based on advising, guiding, modeling, and assessing teachers’ teaching
processes and activities pertinent to the new normal: Lesson and resources
preparation, Delivery of instruction and Assessment of learning outcomes?
4. Are there significant differences in the flexible instructional supervisory practices
of the school leaders that are applicable to the new normal when grouped
according to the aforementioned profile?
5. Are there significant differences in the level of supervisory assistance that the
school leaders render in the new normal when grouped according to the
aforementioned profile?
6. What are the challenges encountered by the school leaders in instructional
supervision in the new normal?
7. Based on the findings, what flexible instructional supervisory plan may be
developed for school leaders to adapt in the challenges of the new normal in
education?

It is hypothesized that there is no significant difference in the flexible instructional

supervisory practices of the school leaders that are applicable to the new normal when
grouped according to the aforementioned profile. Likewise, there is no significant
difference in the level of supervisory assistance that the school leaders render in the new
normal when grouped according to their profile.

6
METHODOLOGY

Method
This study utilized the descriptive method of research. A descriptive study is a method by
which information is collected without changing the environment or nothing is
manipulated. Sometimes these are referred to as correlational or observational studies.
A descriptive study is conducted to demonstrate relationships between things or factors
considered in a study. It can involve a one-time interaction with groups of people (cross-
sectional) or a study that might follow individuals over time (longitudinal). It primarily aims
to describe existing beliefs, opinions, or conditions of a social group; compare sub-groups
in terms of selected variables and determine the relationship between or among the
variables covered (Ardales, 2008).

Participants
The study was conducted in six selected public junior high schools in the Division of
Caloocan City. A total of one hundred (100) participants were drawn and participated from
Aromar and Pobcaran districts of Caloocan City. The six selected public schools, were
called as: School A, School B, School C, School D, School E, and School F. There were
one hundred (100) respondents who participated in this study, composing of three groups:
6 administrators or school heads, 48 department heads or academic coordinators and 46
master teachers of Caloocan City selected through purposive sampling technique. They
are the instructional leaders supervising the implementation of the curriculum in this new
normal from the six participating schools.

Instrument
This study made use of a researcher-made questionnaire intended for instructional
leaders composing of school heads, department heads or area coordinators and master
teachers. Since the tool to be used is a self-made survey questionnaire, test for validity
and reliability is imperative since it has a great impact on the quality of the study. Validity
expresses the degree to which a measurement measures what it purports to measure.
Reliability, on the other hand, refers to the degree to which the results obtained by a
measurement and procedure can be replicated (Bolarinwa, 2015).

The data gathering instrument was validated using team expert review. It was carefully
checked and analyzed by two education program supervisors (EPS) and one public
school district supervisor (PSDS) of the Division of City Schools, Caloocan City. Similarly,
the test for reliability was the tool validated and subjected to pilot testing to the non-
respondents of the study. The results were not included in the final survey and were
computed through Cronbach’s Alpha. George and Mallery (2003) provided the following
rule of thumb: _>.9 Excellent, _>.8 Good, _>.7 Acceptable, _> .6 Questionable, _>.5 Poor
and _<.5 Unacceptable. The survey questionnaire for this study underwent pilot testing
among 30 respondents who are also part of the sample size target. Split-half method was
used to assess the reliability of the questionnaire using the IBM SPSS Statistics Software.
In this method, the researcher divided the survey arbitrarily into two halves (odd and even
question numbers, for example), and calculate the correlation of the scores on the scales
from the two halves to measure the internal consistency of responses of the pilot

7
respondents in the questionnaire. Cronbach’s alpha (CA) which is the standard equivalent
of the average reliability across all possible combinations of split-halves, was used as a
standard measure. Based on the above table, as shown from the results, Cronbach’s
Alpha obtained for standardized and under-standardized items were 0.971 and 0.974,
respectively. This construct justification of the reliability of the questionnaire since the
afore-mentioned values are greater than the standard which is 0.7.

The factors to be rated are based on the instructional supervisory practices of school
leaders in the new normal and the extent of supervisory assistance that school leaders
provide to enhance teachers’ performance and students’ achievements based on
advising, guiding, modeling, and assessing teachers’ teaching processes and activities.
The school leaders referred to in this study are the school heads, department heads or
area coordinators and master teachers who in the context of pandemic. They are the ones
responsible in the instructional supervision and implementation of the curriculum in the
public schools.

The questionnaire is composed of three parts. First is the needed profile like age, gender
highest educational attainment, administrative position, and years of supervisory
experience. The second part is the rating of extent of performance of instructional
supervisory practices of school leaders that are applicable in the new normal. The third
part is the rating of the extent of supervisory assistance that school leaders provide to
enhance the teachers’ performance and learners’ achievements based on Advising,
Guiding, Modelling, and Assessing teachers’ teaching processes and activities pertinent
to the new normal. Fourth part is the interview questions for the school leaders on what
the challenges are as encountered in instructional supervision in the new normal.

The questionnaire was transformed into Google form with corresponding link and was
sent to the respondents via online. The Google form link was sent to the school heads
and they themselves forwarded the link to the department heads and master teachers.

Data Analysis
After acquiring permission from the Superintendent of the Caloocan City Division Office
and administration of the public schools selected for this study, the questionnaires were
personally distributed and retrieved to ensure one hundred participations. Likewise, an
approval letter from the Philippine Women’s University was given for the authorization to
collect the needed data. The data gathering instrument was validated using team expert
review. It was carefully checked and analyzed by two education program supervisors
(EPS) and one public school district supervisor (PSDS).

Similarly, the test for reliability was the tool validated and subjected to pilot testing to the
non-respondents of the study. The results were not included in the final survey and were
computed through Cronbach’s Alpha. George and Mallery (2003) provided the following
rule of thumb: _>.9 Excellent, _>.8 Good, _>.7 Acceptable, _> .6 Questionable, _>.5 Poor
and _<.5 Unacceptable. The data gathered from the respondents was tabulated and
grouped, summarized into tables to clarify, and simplify the presentation of the data
collected.

8
Descriptive statistics such as frequency and percent, weighted mean, and Pearson R
correlation were applied. Statistical analysis was applied to the data using the following
statistical techniques. Two sets of Five-Point Likert Scale were used to interpret the
quantitative results of the survey in terms of the average weighted mean and number of
counts. Flexible instructional supervisory practices of the school leaders that are
applicable the new normal set-up of education.

Level of supervisory assistance that school heads provide to enhance the teachers’
performance and learner’s achievements based on advising, guiding, modeling, and
assessing teachers teaching processes and activities in the new normal. The mean
ratings were determined using the 5-point Likert scale as shown below.

Assigned Point Mean Range Interpretation

5 4.2 – 5.0 Always
4 3.4 – 4.1 Often
3 2.6 – 3.3 Sometimes
2 1.8 – 2.5 Seldom
1 1.0 - 1.7 Never

For problems number 4 to 5, Independent Sample t-test and One-way Analysis of

Variance were used to determine if there is significant difference between the assessment
of the respondents on the different instructional supervisory practices and level of
supervisory assistance that the school leaders render in the new normal and their profile
variables. The respondents answer for question number six were and summarized
according to the relatedness of their ideas presented.

RESULTS

RQ1. Profile Of The School Leaders In Terms Of Age, Gender, Highest Educational
Attainment, Administrative Position, And Years Of Supervisory Experience

Majority of the school leader respondents are within 51-60 years of age. Two percent of
them are 30 years old below. Moreover, 69% of the said respondents were female and
31 percent were male. It can be assumed that female school leaders outnumbered the
male school leaders because they are more nurturing and caring (Esplanada,2009). With
regards to the educational attainment of the respondents, 52 percent of the respondents
completed their master’s degree while 3 percent obtained their post baccalaureate
degree. It is, however, expected that the school heads, considering the number of their
years of service, must pursue academic endeavors to enrich and enhance the learning
experience they are garnering. In terms of administrative position, 50 percent work are
Master Teachers’ and 12 percent are the school heads. Master teachers did almost all
the instructional supervisory work in school in the new normal. As to the length of the
supervisory experiences of the respondents, 26 percent have the supervisory experience
of 3-5 years and 11 percent of them are less than 3 years fresh in their supervisory
experience.

9
RQ2. Extent Of The Performance Of School Leaders In Various Flexible
Instructional Supervisory Practices Applicable To The New Normal

Creation of Instructional Supervisory Plan

Under the assessment of the respondents in the extent of performance of school leaders
in following flexible instructional supervisory practices applicable in the new normal in
terms of Creation of Instructional Supervisory plan, only the practice, “Respond to the use
of DepEd Basic Education Learning Continuity Plan” obtained the highest weighted mean
and it is rated as “Always” practiced. It can be concluded that the BE-LCP laid down the
direction for basic education during this pandemic. Implementation specifics embodied
the appropriate guidelines, rules or directives and operationalized through programs,
projects, and activities. As it ensures the learning continuity through the K-12 curriculum
adjustments, alignment of the rest of the items are all practice “Often” and overall
weighted mean for the different practices in the Creation of Instructional Supervisory Plan
was 4.46.

Development of Instructional Materials

The respondents considered the practice “Develop instructional materials in congruence
to the Most Essential Learning Competencies (MELCs)” obtained the highest weighted
mean of 4.51, the highest among the five practices under the Development of Learning
Materials. The practice “Tap experts and set criteria to follow the implementation and
distribution of instructional materials got the lowest mean of 4.29. It can be concluded
that all learning materials used in the new normal should be in congruence with the
different learning modalities applicable in the new normal education.

Evaluation of Lesson Plan and Learning Outcomes

Of all the instructional supervisory practices, under the evaluation of Lesson Plan and
Learning Outcomes, only the practice “Promote the use of the weekly Home Learning
Plan and its procedures to be prepared by teachers obtained the highest weighted mean
of 4.51. The lowest weighted mean obtained was the practice “Assist teachers in using
the Individual Learning Monitoring Plan to assess learners’ progress”. The WHLP aids
the teachers in keeping track of the day-to-day and off-school general learning processes
and implements the most suitable and feasible alternative learning modality based on the
context of their school. It creates awareness that they are responsible for what they T.
The use of the Weekly Home Learning Plan (WHLP) helps the teacher in monitoring the
everyday instructional activities of the learners. Subject teachers collaborate to come up
with a set of subjects taken by the learners in one learning plan that is congruent with
adoptable online teaching strategies and considering the contexts and diversity of the
learners. It was prepared by teachers implementing Distance and Blended Learning,
which is prescribed in DepEd Order 42, s.2016 otherwise known as the Policy Guidelines
on Daily Lesson Preparation for the K-12 Basic Education Program.

Conduct of Classroom Observation or Visitation

In the level of assessment of respondents in the extent of performance of school leaders
in following flexible instructional supervisory practices applicable to the new normal

10
agreed as shown in terms of conduct of classroom observation/visitation; There were
three practices namely, “Inform teachers about the conduct of observation and their
choices of the three modes of observation in the new normal”, “Explain the purpose of
visitation and its significance”, and “Announce the teachers’ schedule of observation and
the instrument to be used in observation” were “Always” practiced by the respondents
with weighted means of 4.65, 4.62, and 4.60, respectively. In the DepEd’s BE-LCP in the
time of COVID-19 pandemic, “a support mechanism established for teachers and school
leaders have access to relevant on-demand technical and administrative advice and
guidance which come in many forms including professional learning communities through
the LAC” (DepEd Order No.12, s. 2020, p. 41). These practices depicted that school
leaders understand teachers teaching in the new normal. Teachers need professional
development, support, and feedback before teaching in the virtual context. Providing
support, information and guidance are highly needed during teacher evaluation and
classroom observations.

Conduct of Conferences
The respondents’ answer to this part of the questionnaire is evident that school leaders
performed well as instructional leaders. Among the five practices, three practices namely,
“Monitor issues and concerns raised in the conference”, “Provide opportunities for
dialogue among teachers Sand instructional leaders” and “Give teachers opportunity to
raise concerns and feedbacks on their practice of teaching”, were “Always practiced by
the respondents which obtained weighted means of 4.65, 4.62, and 4.60 while the lowest
rest of the practices was the practice “ Prepare for the post conference after conduct of
observation.

Coaching and Mentoring

All instructional supervisory practices for this category were practiced “Often” by the
respondents. The practice, “Prepare programs for coaching and mentoring for new and
seasoned teachers” obtained the highest weighted mean of 4.48. and the lowest obtained
practice was “Act as consultants to teachers encountering difficulties teaching in the new
normal.” The Curriculum Division of the Secondary Bureau of DepEd undertakes the
ongoing teacher training programs intended to benefit teachers nationwide. Training
becomes imperative when there are major reforms in the curriculum to ensure the
success of the new programs.

Supervision of Teachers’ Development Programs

The practice “Make sure to have efficient and reliable system that support modular and
online learning” obtained the highest mean of 4.30 percent and the lowest mean obtained
for the supervisory practices was the practice “Calibrate the school resources to respond
to the needs of the teachers and students in times of difficulty” with 4.11 weighted mean.

The supervision of teachers’ development programs, school leaders need continuous

professional development opportunities to support their efforts toward school
improvement. This is based on the widely held view that strong instructional leadership
can be developed and nurtured. As has been emphasized, the most important correlate
of an effective school is strong instructional leadership. Therefore, those with supervisory

11
functions like principals, department heads and master teachers need to undergo training
to develop in them the necessary competence, as well as confidence in performing their
tasks as instructional leaders.

Checking of instructional materials.

Among the five practices, the practice, “Review the content of learning materials if it is
suitable to the target learners’ level of supervisory practices applicable to the
development, needs, and experience” obtained the highest weighted mean of 4.35, the
lowest mean of 4.24 obtained is the practice “Check if instructional materials are
consistent with the targeted DepEd Most Essential Competencies.

This provides the core information that students will experience, learn, and apply during
a course. They hold the power to either engage or demotivate students. This is especially
true for online courses, which rely on a thoughtful and complete collection of instructional
materials that students will access, explore, absorb, and reference as they proceed in a
course. Therefore, such instructional materials must be carefully planned, selected,
organized, refined, and used in a course for the maximum effect to the learners. The
planning and selection of instructional materials should take into consideration both the
breadth and depth of contents so that student learning is optimized. Instructional
materials can either engage or demotivate students’ learning. In the case of online
courses, careful attention must be given to the design of instructional materials for the
students to access, explore, absorb, and reference as they go through a course. Careful
and meticulous planning, selection, organization, refinement, and usage of such must
always be observed to achieve maximum effect on the learners.

Provision for In-service Trainings

“Assist teachers in developing teaching techniques in the distance learning through
Learning Action Cell (LAC)” was “Always” practiced by the respondents and obtained the
highest weighted mean of 4.50. The practice “Advising teachers about the effective use
of the Most Essential Competencies in teaching “, got the lowest mean of 4.43.

This could be gleaned that the primary purpose of in-service training is to enable teachers
to acquire new knowledge, understanding and instructional skills particularly on the use
of the different online delivery modalities pertinent to the new normal education. It focuses
on creating learning environments which enable teachers to develop their effectiveness
in the classroom. The objective is to assist teachers in ensuring their effectiveness in the
delivery of instructions online. This is also to prepare teachers to adopt, implement and
manage the distance learning modalities that best suit the capacity of the learners. The
LAC policy states that school LAC “primarily functions as a professional learning
community for teachers that will help them improve practice and learner achievement”
(DepEd Order No. 35, s. 2016)

RQ3. Extent Of The Supervisory Assistance By The School Leaders Provide To

Enhance The Teachers’ Performance And The Learners’ Achievements Based On
Advising, Guiding, Modelling, And Assessing Teachers’ Teaching Processes And
Activities Pertinent To The New Normal

12
Lesson and resources preparation
Among the five practices, the practice, “Make sure that all learning resource materials are
aligned with the Most Essential Learning Competencies” obtained the highest weighted
mean of 4.49. The practice “Provide conceptual assistance for better teachers’
understanding of the lessons based on the curriculum guide obtained the lowest mean of
4.17.

Working on the premise of the new normal education, the DepEd make sure that all
learning materials specially with the use of the Self Learning Modules (SLMs) should be
aligned with the Most Essential Learning Competencies (MELCs). The release of MELCs
is not just a response to addressing the challenges of the current pandemic but it is also
a part of the Departments’ long-term response to the needs of the learners most
especially during emergencies. School leaders provide conceptual assistance for better
teachers’ understanding of lessons based on curriculum guides intended for the
instructional needs of learners. Furthermore, all the learning resource materials in the
new normal are aligned with the competencies based on the trimmed down and essential
learning competencies. It is the job of the school leaders to guide the teachers in
employing effective techniques in the teaching and learning process.

Delivery of Instruction
There are two practices in the category of Delivery of Instruction that are “Always”
practiced by the school leaders which include “Coach teachers with effective ways to
deliver their lesson through post conference” and “Guide teachers in achieving learning
objectives based on the curriculum guide” Both practices obtained the highest weighted
mean of 4.51. The practice “Provide teachers with suggested strategies in meeting the
learners’ holistic needs and the practice “Assist teachers in utilizing the appropriate
strategies for different types of learners, both got the lowest weighted mean.

In the new normal, teachers transform how they teach online, especially since online tools
and resources present numerous affordances that teachers and students can take
advantage of. In this time of Pandemic, teachers have to know the technical aspect of
teaching online. Given the tools and tips that they needed would help them keep the
students learn continuously. With countless online tools and resources, teachers can
access the best online learning resources that can be used to stimulate more classroom
engagement with their students. School leaders must tap teachers curate the best online
learning resources about their topics and create learning playlist or menus that can make
the learning process a personal journey for every student. These could be done by
aligning the learning competencies on the learning objectives present in the curriculum
guide prescribed by DepEd based on the Most Essential Competencies
(MELCs)developed. Teachers must be guided and coached to design effective
synchronous and asynchronous learning activities and learning resources that enable
sustain the teaching and learning process in the new normal.

13
Assessment of Learning Outcomes
Among the five practices, only the practice, “Direct all supervisory activities for the
teachers’ evaluation of students’ mastery of lesson” was “Always” practiced by the
respondents with highest weighted mean of 4.50. The practice “Monitor the improvement
of students’ performance based on the performance of the teachers” obtained the lowest
weighted mean of 4.10.

For the new normal in education, assessments and grades should be reviewed and
reimagined so that they continue to be relevant to students. Schools should deeply think
about their purposes and priorities in designing assessments or grading students. Beyond
making students accountable for their own learning, educators should also bear in mind
that in times of emergency remote learning, the higher call probably is to continue
encouraging and supporting student learning. One way of doing this is to continuously
give students feedback on their learning which can help them reflect on their strengths
and find ways to improve themselves further. Eventually, teacher’s feedback serves as
verification until students finally “get the lesson.” Educators agree that grades should
reflect what students have learned and can do. However, at this time of the new normal,
grades can also cause frustration and anxiety, especially in students whose academic
performance may have “suffered” due to factors that are out of their control. Hence,
educators are called to practice flexibility in allowing students who are deeply and validly
affected by the pandemic to finish their requirements when they are ready and capable
of doing so. Educators can also focus more on mastery of learning and adopt grades that
demonstrate or indicate mastery of knowledge and skills, or lack thereof. Schools can
also be clearer in their criteria of mastery of learning while still maintaining their standards.

Teachers can then help students achieve these criteria by constantly giving them
feedback. In the end, grades may still be given, but with much fairness, compassion, and
flexibility. To ensure the quality of learning in the new normal, the giving of grades must
be examined with the intention of instituting changes if necessary and continued to be
applicable and relevant to the learners. In this manner, school-based assessment must
be designed with flexibility and consideration in allowing students to finish their
requirements when they are ready and capable of doing so. Teachers believed that
students’ grades should reflect what the students have learned and can do, however,
during this time of Pandemic, teachers must bear in mind that this remote learning
process can cause frustration and anxiety to students. Their academic performances may
bear resentment because of the unavoidable factors that are out of their control.

In addition, teachers should continuously support and encourage students to achieve the
mastery of learning and track their progress. Constant giving of feedback on their learning
can help measure learners progress and may also indicate also to adjust the instructions
accordingly favoring the students’ capacity. Ultimately, giving grades can be done but
with great fairness, compassion, and flexibility. DepEd Order No.031 s.2020. Interim
Guidelines for Assessment and Grading in Light of the Basic Education Learning
Continuity Plan

14
RQ4. Comparison Of The Assessment In The Flexible Instructional Supervisory
Practices Of School Leaders Applicable To The New Normal When Grouped
According To Age, Gender, Highest Educational Attainment, Administrative
Position, And Years Of Supervisory Experience

Among the practices, three practices obtained p-values less than 0.05 level of
significance. These practices include, “Creation of Instructional Supervisory Plan,”
“Development of Instructional Materials,” and “Checking of Instructional Materials” with p-
values of 0.015, 0.030, and 0.012, respectively. This implies that the null hypothesis
“There is no significant difference between the respondents’ assessment on the
assessment on the level of flexible instructional supervisory practices that are applicable
to the new normal and age” is rejected on these practices. A significantly increasing
assessment on the level of flexible instructional supervisory practices of school leaders
that are applicable to the new normal can be observed with increasing age. For the rest
of the supervisory practices, p-values were above the 0.05 alpha level. For these,
respondents in all ages have similar assessments on the level of flexible instructional
supervisory practices that are applicable to the new normal.

All practices obtained p-values greater than 0.05 level of significance. This implies that
we failed to reject the null hypothesis “There is no significant difference between the
respondents’ assessment on the assessment on the level of flexible instructional
supervisory practices of school leaders that are applicable to the new normal when
grouped according to gender. Therefore, respondents have similar assessment on the
level of flexible instructional supervisory practices that are applicable to the new normal
despite any gender.

All the practices obtained p-values greater than 0.05 level of significance. This implies
that we failed to reject the null hypothesis, “There is no significant difference between the
respondents’ assessment on the assessment on the level of flexible instructional
supervisory practices of school leaders that are applicable to the new normal and highest
educational attainment” for all these practices. Therefore, respondents have similar
assessment on the level of flexible instructional supervisory practices that are applicable
to the new normal regardless of highest educational attainment.

Among the nine practices, only “Provision of In-service Trainings” obtained p-value of
0.010, which is less than the 0.05 level of significance. Thus, the null hypothesis, “There
is no significant difference between the respondents’ assessment on the assessment on
the level of flexible instructional supervisory practices of school leaders that are applicable
to the new normal and administrative position” is rejected for this practice. This is evident
from the significantly lower assessment of department heads (4.279) than master
teachers (4.524) and (4.750).

On the other hand, the rest of the six practices obtained p-values greater than 0.05 level
of significance. This implies that we failed to reject the null hypothesis, “There is no
significant difference between the respondents’ answers on the assessment on the level
of flexible instructional supervisory practices of school leaders that are applicable to the

15
new normal and administrative position” for these practices and therefore, respondents
have similar assessment on the level of flexible instructional supervisory practices that
are applicable to the new normal regardless of administrative position.

All the practices obtained p-values greater than 0.05 level of significance. This implies
that we failed to reject the null hypothesis, “There is no significant difference between the
respondents’ assessment on the assessment on the level of flexible instructional
supervisory practices of school leaders that are applicable to the new normal and years
of supervisory experience” for all these practices. Therefore, respondents have similar
assessment on the level of flexible instructional supervisory practices that are applicable
to the new normal regardless of years of supervisory experience.

RQ5. Comparison Of The Levels Of Supervisory Assistance Rendered By The

School Leaders In The New Normal When Grouped According To Their Profile

It can be gleaned from the table that all supervisory assistance practices obtained p-
values greater than 0.05 level. This implies that we failed to reject the null hypothesis,
“There is no significant difference between the respondents’ assessment on the level of
supervisory assistance that the school leaders render in the new normal and age” for all
these supervisory assistance practices. Therefore, respondents have similar assessment
on the level of supervisory assistance that the school leaders render in the new normal
regardless of age.

It can be viewed from the table that all supervisory assistance practices obtained p-values
greater than 0.05 level of significance. This implies that we failed to reject the null
hypothesis, “There is no significant difference between the respondents’ assessment on
the level of supervisory assistance that the school leaders render in the new normal and
gender” for all these supervisory assistance practices. Therefore, respondents have
similar assessment on the level of supervisory assistance that the school leaders render
in the new normal regardless of gender.

It can be viewed from the table that all supervisory assistance practices obtained p-values
greater than 0.05 level of significance. This implies that we failed to reject the null
hypothesis, “There is no significant difference between the respondents’ assessment on
the level of supervisory assistance that the school leaders render in the new normal and
highest educational attainment” for all these supervisory assistance practices. Therefore,
respondents have similar assessment on the level of supervisory assistance that the
school leaders render in the new normal regardless of highest educational attainment.

It can be gleaned from the table that all supervisory assistance practices obtained p-
values greater than 0.05 level of significance. This implies that we failed to reject the null
hypothesis, “There is no significant difference between the respondents’ assessment on
the level of supervisory assistance that the school leaders render in the new normal and
administrative position” for all these supervisory assistance practices. Therefore,
respondents have similar assessment on the level of supervisory assistance that the
school leaders render in the new normal regardless of administrative position.

16
It can be seen from the table that only one supervisory assistance practice obtained p-
value of less than 0.05 level of significance. This practice is the “Lesson and Resource
Preparations” which obtained a p-value of 0.008. Hence, the null hypothesis, “There is no
significant difference between the respondents’ assessment on the level of supervisory
assistance that the school leaders render in the new normal and administrative position”
is rejected. For this supervisory assistance practice, it can be observed that those who
have less than three years of supervisory experience have practiced “Lesson and
Resource Preparations” with the highest frequency. A significant dip is observed after 3
to 5 years who practiced it the least “Often” and an incremental increase on the frequency
of practice is then found after succeeding years of supervisory experience.

RQ6. Challenges Encountered by The School Leaders In Instructional Supervision

In The New Normal

Instructional supervisors did not give regular and adequate support to teachers in
professional and curriculum development and implementation. They did not give training
to teachers either in pedagogical issues or in importance of instructional supervision.
Instead of spending more support time on academic tasks, they spend their time doing
administrative tasks. On the other hand, instructional supervisors faced different
challenges that influenced effective implementation of supervision. These were: problems
in selecting and assigning right persons as instructional supervisor, lack of supervision
manuals, lack of adequate budget, facilities and materials, resistance of teachers to
supervision due to lack of awareness for teachers in importance of supervision, excessive
workloads of principals and lack of right training for supervisors. Based on the findings, it
was recommended that supervisors need to give regular and adequate support to
teachers on professional and curriculum development and it is better to focus on
academic tasks by delegating administrative tasks to other personnel.

CONCLUSION

It may be concluded that school leaders of the six public high schools in the Division of
Caloocan (Philippines) are relatively mature. Under the years of supervisory experiences
of the school leaders in the new normal, those with more than 15 years of supervisory
experiences tend to display an unselfish, hardworking, and caring attitude towards their
supervisory works. Under the development and checking of instructional materials, school
leaders have high regards on these practices. These practices imply the primary objective
of supervision of instruction to ensure the effective delivery of instruction in the public
schools. A significantly increasing assessment on the level of flexible instructional
supervisory practices of school leaders that are applicable to the new normal can be
observed with increasing age. In general, the respondents have similar assessment on
the level of flexible instructional supervisory practices that are applicable to the new
normal despite any gender and regardless of highest educational attainment and
administrative position. School leaders assessed the extent of performance of
instructional supervisory practices applicable to the new normal as always practiced.
Thus, it can be concluded that the school leaders made sure that their practices and

17
activities were aligned with the DepEd’s implementing programs and guidelines especially
with the use of the BE-LCP.

The results of this study may guide the school administrators to reflect on their
performance to cope with the dynamic educational landscape. It would also help them
create a useful, methodologically, well-rounded approach in preparing and mentoring
teachers in the new normal. Likewise, the faculty members may understand the
instructional supervisory styles of school leaders that can give them a holistic and positive
perspective on how a particular school can deliver sustainable and responsive value by
projecting and acting/delivering instructions that help many students to learn in the new
normal. They may utilize the findings of the study as the basis for self-evaluation,
assessment, and improvement. Additionally, through this study it is expected that
teachers become more aware of their capacity to teach effectively using the technology.

Moreover, this study can feature the newfound role of different learning institutions to
cope with the present context of instructional leadership in the “new normal” to make them
better in virtual involvement in learning. This study may help achieve a better parent-
school leaders’ relationship because it will encourage and strengthen parents’
participation in the education of their children. Future researchers should engage in a
longitudinal study to indicate the differences in supervisory practices and performances
over time. For higher school officials like superintendents and supervisors, the findings
may help in designing the development plan toward a more competent, effective, and
efficient Learning Management Systems (LMS) or web-based instructional programs that
would cater to a large number of beneficiaries.

ABOUT THE AUTHOR

Dr. Nemia B. Desierto completed a master and PhD in Education specializing in

educational management from Philippine Women’s University, School of Education. She
is a full-time public-school teacher at Caloocan High School, Master Teacher 1 and a
subject coordinator of the Technology and Livelihood Education (TLE) Department. Her
research interest includes educational leadership and instructional and curriculum
strategies.

REFERENCES

Altman, S. (2020). Will covid-19 have a lasting impact on globalization? Harvard

Business Review. Dash Hudson.
Ardales, E.Y. (2008). Descriptive research. www.irmbrjournal.com
Bolarinwa, O.A. (2015). Principles and methods of validity and reliability testing of
questionnaires used in social and health science researches. Nigerian
Postgraduate Medical Journal, 22(4), 195-201.
Chen, C.C. (2017). Facilitation of teachers’ professional development through principals’
instructional supervision and teachers’ knowledge- management behaviors.
www.intechopen.com/chapters/61746

18
Cotton, K. (2003). Principals and student achievement: What the research says.
https://doi.org/10.1177/019263650408863909
DepEd Order No. 007, s.2020 School calendar and activities for S.Y. 2020-2021
DepEd Order No. 39, s.2016 Adoption of the Basic Education Research Agenda
DepEd Order No.018, s.2020. Policy guidelines of learning resources in the
implementation of the basic education learning continuity plan.
DepEd Order No.031 s.2020. Interim guidelines for assessment and grading in light of
the basic education learning continuity plan.
DepEd Order No.42, s.2016. Policy guidelines on daily lesson preparation for the K to 12
basic education Program
DepEd order No.8, s.2015. Policy Guidelines on Classroom Assessment.
DO 8, s. 2015 Policy guidelines on classroom assessment for the K to 12 basic education
program.
George, D., & Mallery, P. (2003). Using SPSS for Windows step by step: A simple guide
and reference (4th ed.). Pearson Education.
Gonser, S. (2021). Administration and leadership. George Lucas Educational
Foundation.
King, J. (2014). Quality measures partnership effectiveness continuum. Waltham
Educational Development Center.
Maulana, R.T., Dominia, S.M.P., Legaspi, A.K.P., Malay, V.J.E., Lim, N. (2022). COVID-
19 vaccine preference as basis for vaccination: A multi-criteria analysis. Bidlisiw:
A Multidisciplinary Scholarly Journal, 2(1).
https://www.researchgate.net/publication/354501382_COVID-
19_Vaccine_Preference_as_Basis_for_Vaccination_A_Multi-Criteria_Analysis
McSherry, W. (2020). School rises from the ashes stronger. The Educator, Australia.
Munalim, L.O. (2021a). Media and technology choice for ‘Purposive Communication in
English’ course during the covid-19 lockdown: The Bates’s (2019) model. Bidlisiw:
A Multidisciplinary Scholarly Journal, 1(2),
https://www.researchgate.net/publication/347437873_Media_and_Technology_C
hoice_for_%27Purposive_Communication%27_Course_During_the_COVID-
19_Lockdown_in_the_Philippines
Munalim, L.O. (2021b). Technological determinism and social construction of technology:
the points of convergence and divergence. Bidlisiw: A Multidisciplinary Scholarly
Journal, 1(1),
https://www.researchgate.net/publication/351225238_Technological_Determinis
m_and_Social_Construction_of_Technology_The_Points_of_Convergence_and_
Divergence
Obana, J. (2020). What will schools look like under the new normal? The Manila Times,
www.manilatimes.net/2020/05/13/business/columnists-business/what-will-
schools-look-like-under-the-new-normal/724556
Odumeru J. & Ogbonna I. G. (2013). Transformational vs. transactional leadership
theories: Evidence in Literature. International Review of Management and
Business Research, 2(2), 355-361.
Onyali, L. (2016). Principals' application of instructional leadership practices for
secondary school effectiveness in Oyo State, Nigeria. Journal of the Nigerian
Academy of Education - JONAED. 13. 32 - 44.

19
 Sicat, A. (2021). Life after the ECQ: Catching the rainbow after the storm. Bidlisiw: A
Multidisciplinary Scholarly Journal, 1(2), 88-90.
Sunga, M.B., Padilla, R.R.T., Regis, M.U.R., Vallesteros, L.T., & Ochoa, M.C. (2022).
Perception on the effectiveness of distance learning as an alternative modality
among nursing students in a local university in Manila, Philippines. Bidlisiw: A
Multidisciplinary Scholarly Journal, 2(1).
https://www.researchgate.net/publication/355336428_PERCEPTION_ON_THE_
EFFECTIVENESS_OF_DISTANCE_LEARNING_AS_AN_ALTERNATIVE_MOD
ALITY_AMONG_NURSING_STUDENTS_IN_A_LOCAL_UNIVERSITY_IN_MAN
ILA_PHILIPPINES
UNESCO. (2019). Education response.
https://en.unesco.org/covid19/educationresponse
UNESCO. (2020). From COVID-19 learning disruption to recovery: A snapshot of
UNESCO’s Work in Education in 2020. https://en.unesco.org/news/covid-19-
learning-disruption-recovery-snapshot-unesco’s -work-education-2020
Yun, M.S. (2021a). COVID-19 comes and it goes. Bidlisiw: A Multidisciplinary Scholarly
Journal, 1(2), 86-87.
https://www.researchgate.net/publication/354496867_COVID-
19_comes_and_it_goes
Yun, M.S. (2021b). Micro-practices of multicultural education in online classes at PWU
during the COVID-19 pandemic. Bidlisiw: A Multidisciplinary Scholarly Journal,
1(1), 27-37. https://www.researchgate.net/publication/349038671_Micro-
Practices_of_Multicultural_Education_in_Online_Classes_at_a_Local_University
_during_the_COVID-19_Pandemic
Zalsos, T.M., Siangco, H., Vallesteros, L., & Ochoa, M. (2021). Extent of health care
practices and attitude of senior citizens towards enhanced community quarantine
in a selected barangay in Manila, Philippines. PWU Research Journal,
https://www.researchgate.net/publication/353659305_Extent_of_Health_Care_Pr
actices_and_Attitude_of_Senior_Citizens_Towards_Enhanced_Community_Qua
rantine_in_a_Selected_Barangay_in_Manila_Philippines

20

View publication stats