QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

A Sample Title Page of an Action Research Proposal

Department of Education
Region II
DIVISION OF ANGELES CITY
Jesus Street, Pulungbulu, Angeles City

Impact of Principals’ Acquisition of Post Conferencing Skills and

Level of Confidence on the Conduct of
Instructional Supervision

An Action Research Proposal

Submitted by:

LYN V. LANSANGAN
Education Program Supervisor
Elementary Agriculture

March 2014
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

I. INTRODUCTION

A. THE PROBLEM AND ITS BACKGROUND

As an Education Program Supervisor in-charge of Araling Panlipunan,
Elementary Agriculture and Madrasah, the researcher gathered the following data
from the field through the monitoring and supervision of public elementary and
secondary Schools as well as from the records filed in the Division Office:
In Araling Panlipunan, 35 elementary and 8 secondary schools have a Mean
Percentage Score lower than 75% in the National Achievement Test (NAT); 30 out of 60
teachers who were observed lagged behind the prescribed budget of work; and
students are not proficient in the subject;
In Elementary Agriculture, 43 out of 53 public elementary and secondary
schools do not implement and do not sustain the National Greening Program of the
government and 51 out of 53 schools do not have complete tools and materials in
gardening; and
As regards the implementation of Madrasah, based from the daily attendance
record of the asatidz, 50% of Muslim pupils are irregular in their attendance in ALIVE
classes; 5 out of 7 asatidz do not use varied teaching strategies; 5 out of 7 asatidz do
not follow the budget of work as prescribed in the Curriculum of the program; and 1
out of 7 asatidz is irregular in attendance.
One of the functions of the Governance Division under the new RAT structure is
to evaluate the implementation of different DepEd programs and projects to ensure
that the school head spearheads program and is headed towards the right direction.
Based on the results of the monitoring and supervision of schools from November
2013 to present, 20 out of 30 school heads who were observed lack post conferencing
skills in conducting instructional supervision. It is important that school heads must
possess these skills so that they can offer assistance to teachers.
After the identification of the different gaps in the area concerned, prioritization
was conducted to pinpoint the problem which needs to be addressed first. The gaps
were ranked according to their relevance, importance, urgency and do ability using a
scale of 1-5 with 5 as the highest.
Having ranked all the identified gaps, the prioritization revealed that the school
heads’ lack of skills in conducting a post conference after formal classroom
observation ranked first.
It is on the aforementioned premise that this action research will be conducted
to assist school heads in acquiring post conferencing skills to help teachers improve
classroom instruction that will redound to the improvement of students’ academic
performance.
Based on the prioritization table, the gap, ‘20 out of 30 school heads observed
lack skills in conducting a post conference after formal classroom observation’ ranked
first. From this point, a problem tree was filled out to find out the immediate cause,
the underlying cause and finally the root cause of the identified problem.
Alter a thorough analysis of the problem, the following immediate causes were
identified: Some School Heads observed (1) are not focused on supervisory work; have
not yet attended any training on supervision and post conferencing and (3) do not
welcome the assistance offered by the EPSs.
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

The problem tree revealed that some school heads cannot focus on their
supervisory work because they are not confident to do the task due to lack of skills
needed in supervision and conferencing. Moreover, many paper works to comply with
due dates to beat spent most of their time so they are more focused on administrative
work.
There are some school heads who have not yet attended any training simply
because they are newly appointed to the position. It is also a fact that during the past
school year, there was no training on post conferencing and other similar seminar
workshops on instructional supervision. Furthermore, the concerned school heads
have not been given the opportunity to attend trainings because of the limited
allotment/slots for participants due to lack of funds.
It can be gleaned from the problem tree that there are school heads who do not
welcome the assistance offered by the Education Program Supervisors because of the
confusion caused by varied interpretations of authorities on the different guidelines on
instructional supervision. The laizzes-faire attitude of some school heads is also a
stumbling block for them to grow professionally because professional growth is not a
priority.
Prelude to the preparation of the Opportunity Tree, an analysis of the Problem
Tree was made to be able to identify the immediate solutions, the underlying solutions
and the root solutions to the identified problem, ‘20 out of 30 school heads observed
lack skills in conducting post conference after formal observation.’
A careful analysis of the problem resulted to the identification of the following
immediate solutions. School Heads who were observed must (1) be more focused on
supervisory work; (2) attend trainings on supervision and post conferencing and other
similar seminar-workshops; and (3) welcome the assistance offered by EPSS.
Hanny (1987) perceives that ‘effective principals are expected to be effective
instructional leaders..the principal must be knowledgeable about curriculum
development, teacher and instructional effectiveness, clinical supervision, staff
development and teacher evaluation.’ Fullan (1991) expands this holistic definition of
leadership and management to be: an active, collaborative form of leadership where
the principal works ‘with teachers to shape the school as a workplace in relation to
shared goals, teachers’ collaboration, teacher learning opportunities, teacher certainty,
teacher commitment and student learning.’ (http://www.saskschoolboards.co/old/
ResearchAndDevelopment/Research Reports/Leadership/95-14htm)
In connection to the aforementioned, it is manifested in the opportunity tree
that if school heads will be equipped with the necessary skills in supervision and post
conferencing, they will devote more time in observing classes and be more confident in
providing technical assistance to the teachers. Thus, they will be focused on their
Supervisory work as school head.
As reflected in the opportunity tree, if the division will conduct
trainings/seminar workshops on supervision and post conferencing, school heads will
attend the training because it is part of their development to become effective. Proper
allotment on the number of participants to trainings which is by batch depending on
the number of years in service and availability of funds will give chance to school
heads who have not yet attended/participated in such trainings.
The opportunity tree, likewise, revealed that if there is a clear interpretation of
the different guidelines from higher authorities, there will be consistency in the
implementation of instructional supervisory guidelines. Having a clear understanding
and interpretation of the guidelines, the school heads will welcome the assistance
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

offered by the EPSs because they will be on the same level of thinking. A school head
who is concerned with the outcomes of the teaching-learning process will exert effort
to improve the academic performance of the school through instructional supervision.
The possible solutions enumerated in the opportunity tree will be a big help to
the researcher to dwell on the best possible solution/s to the problem.
According to Wikipedia, Decision-making can be regarded as the cognitive
process resulting in the selection of a belief or a course of action among several
alternative possibilities. Every decision-making process produces a final choice that
may or may not prompt action.
As an Education Program Supervisor, just like other managers at all levels and
in all areas of any organizations, the researcher makes decisions or choices on the
basis of the enumerated alternatives which were ranked according to a set of criteria.
This Decision-making Model commenced from the analysis of the gaps, followed by the
identification of the causes of the problem and finally the identification of possible
solutions to the problem.
After undergoing the processes of gap analysis and critical thinking, the
problem, ‘20 out of 30 school heads observed lack skills in conducting a post
conference after formal classroom observation was identified to be the most critical
problem among the cited gaps.
Identification of decision criteria namely: importance, learning outcomes,
impact, relevance, manageability and efficiency that are relevant to resolving the
problem will guide the researcher in her decision. Importance is the significance of
the problem because it is within the duties and responsibilities attached to the
position of an Education Program Supervisor; learning outcomes indicate the
development that happens as a result of an activity/process/training; impact stands
for the direct effect or the influence of the training to the end goal of the school head
which is to improve the academic performance of the school; relevance refers to the
connection or relation of the training to the gap at hand; manageability describes the
ability to handle or direct an activity with a degree of skill; and efficiency points out
the ability to do something or produce something without wasting materials, time or
energy.
Since the criteria are not equally important, weights were allocated to the
criteria in order to give the correct priority in the decision. The enumerated criteria
were assigned the following weights from the most important criterion to the less
important one: importance was given a weight of 6, Learning Outcomes - 5, Impact - 4,
Relevance - 3, Manageability - 2 and Efficiency -1.
In developing alternatives, possible solutions reflected in the Opportunity Tree
were listed and assigned weights according to their importance. Conduct trainings and
other similar seminar-workshops on supervision and post conferencing was weighted
6; ‘Equipped with the necessary skills in supervision and post conferencing was
assigned a weight or 5; ‘Improve the academic performance of the school was given a
weight of 4; ‘Prioritize work to be done in school’ was allocated a weight of 3; while
“Clear interpretation of the different guidelines from higher authorities’ was weighted
2; and lastly, ‘Allotment of participants is by batch depending on the years in service
and performance, subject to the availability of funds’ was given a weight of 1.
An analysis of alternatives was done by multiplying the weight of the
alternatives/possible solutions by the weight as perceived by the researcher taking
into consideration the ceiling allocated for each criterion. Having undergone the
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

process, the ‘Conduct of trainings and other similar seminar-workshops on

supervision and post conferencing’ ranked 1.
The alternative/possible solution with the highest weighted score will be the
focus of the researcher to minimize if not to resolve the gap.
Finally, the selected alternative will be put into action by conveying it to the
school heads and getting their commitment to the strict implementation of their
insights and learnings in the school level
B. STATEMENT OF THE PROBLEM AND HYPOTHESES
Over the years, the task of supervising teachers is challenging, for both
experienced and not experienced principals. The principal who is supposed to have a
myriad of supervisory skills is really not sharing his expertise to the teachers simply
because he does not have the confidence to do the job. The school heads knowledge on
the systematic process of post conferencing can provide appropriate technical
assistance to teachers who will be motivated to be prepare at all times before facing
the latter’s class.
This action research aims to study the impact of the principals’ acquisition of
post conferencing skills and their level of confidence on the conduct of instructional
supervision.
Specifically, this research will answer the following questions:
1. How can principals be described in terms of their post conferencing skills and
level of confidence on the conduct of instructional supervision?
2. How may the proposed intervention improve the post conferencing skills and
the level of confidence of principals on the conduct of instructional supervision?
3. How can the principal’s acquisition of post conferencing skills and their level of
confidence be correlated to the frequency and level of the conduct of
instructional supervision?
HYPOTHESES
Null Hypothesis: There is no significant relationship between the principals’
acquisition of post conferencing skills and their level of confidence
on the conduct of instructional supervision.
Alternative Hypothesis: There is a significant relationship between the
principals’ acquisition of post conferencing skills and their level of
confidence on the conduct of instructional supervision.
C. STATEMENT OF THE PURPOSE OF THE STUDY
The research started by Ron Edmonds (1979), The Effective Schools Movement,
supports the conclusion that what principals and teachers do collectively on a day-to-
day basis has a powerful influence over the behavior of individual teachers. And the
roles that principals play as they interact with teachers make a profound impact on
teacher behavior and student-learning.
(http://www.files.eric.ed.gov/fulltext/ED314826.pdf)
One of the most important aspects of observation of classes is the conduct of
the post conference because it will help the teacher improve his skills and
competencies in teaching. But the results of the conference will depend on how skillful
the school head will lead the teacher in the analysis of the concluded lesson. The
principal’s confidence in asking the analytical questions will inspire the teacher to
perform better. A thorough analysis of the teaching-learning process will be of great
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

value to the teacher in preparing a plan of action for the enhancement of his
performance.
D. SIGNIFICANCE AND PURPOSE OF THE STUDY
To the School Heads
Results of this research can be an eye-opener for school heads to be more
focused on his supervisory functions and institute reforms for an effective
collaboration between him and the teacher to have a point of concentration in working
towards the attainment of quality education.
To the Teachers
When school heads are equipped with post conferencing skills, the teachers will
benefit from them for they will be led by a skillful school head to their peak
performance.
To the Learners
The learners will likewise, benefit from the results of this research because they
are directly in contact with the teacher who in turn is directly in collaboration with the
school head. The team will work on how to improve their performances according to
their functions and responsibilities in making the teaching-learning episode
meaningful and interesting, consequently producing quality outputs.
To the Researcher
The findings in this study will be valuable to the researcher in formulating
plans that will best cater to the needs of the school heads in terms of instructional
supervision.
E. SCOPE AND DELIMITATION OF THE STUDY
This study shall be conducted to the 43 public elementary school principals
and teachers who were previously observed by the researcher. The secondary school
heads are excluded from this study.
II. METHOD AND DESIGN
This research will adopt the descriptive method which entails the collection of
information using the post conference observation guide and the teacher’s
questionnaire. The design aims to obtain information on the principals post
conferencing skills and level of confidence on the conduct of instructional supervision.
The target population for the study are forty three (43) elementary school principals
and teachers who will be observed by the school heads.
Two sets of questionnaires will be used to collect data for the study. The data
from the first questionnaire will describe the principals post conferencing skills and
level of confidence in the conduct of instructional supervision while the second
questionnaire will reveal the frequency of observations that the principal has
conducted.
The data gathered with the use of the instruments will be tested using Pearson
r (Pearson Product Moment Coefficient of correlation) to determine the existence or
non-existence of relationship among two variables. The mean of the ratings in the
guide will be computed and the frequency of observations will be tallied as well.
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

A. ACTION PLAN
Benjamin Franklin once stated, 1 have thought that a man of tolerable
ambitions may work great changes, if he first forms a good plan and makes the
execution of that same plan his whole study and business.’ The preparation of this
implementation plan was anchored on the aforementioned fundamental principle.
Prior to the preparation of the action plan, a thorough review or the statement
of the problem, the essential questions and the importance of the study was done to
make sure that the activities are leading towards the attainment of the objectives of
the research. Congruency between and among other details in the plan must also be
taken into consideration to arrive at the desired output.
The activities involved in the plan will be divided according to three stages
namely: Pre-implementation Stage, Implementation Stage and Post Implementation
stage to clearly delineate the right tasks to be discharged in the course of the research.
The objectives of the plan will be based on the essential questions to be answered in
the study. The specific steps for each objective will be enumerated according to the
sequence of the activities to be undertaken, each one leading to the next.
During the pre-implementation stage, a post conference observation guide
(Action Plan) will be prepared to answer the first essential question of this study which
is to describe the principal in terms of his skills and confidence in conducting a post
conference. The guide will describe the skills needed by the principal in conducting a
post conference. A rating scale of 1-3 will be used where 3 means Highly Skillful, 2
means Skillful and 1 means Not Skillful. Likewise, the guide will also contain the
details describing the level of confidence of the principal. Similarly, a rating scale of 1-
3 will also be used where 3 means Highly confident, 2 means confident and 1 means
Not Confident. After the validation of the observation guide by Education Program
Supervisors, necessary revisions will be made. The validated observation guide will
then be explained to school heads before it will be used for two months in classroom
observation. The results of the accomplished observation guide will be analyzed and
interpreted. The data from this activity will serve as the pre-test in the study.
The involvement of the right persons for every activity and the schedule when
the activity will be carried-out will likewise be cited in the plan. A plan without listing
the resources needed will prove to be futile because the resources are as important as
the other details in the plan. The expected output will be measured by using the right
statistical tool.
The objective for the Implementation Stage will be anchored on the second
essential question of the study which is the conduct of an intervention/s to improve
the principals’ post conferencing skills and level of confidence during instructional
supervision. It is in this stage where a training-workshop or peer coaching will be
implemented. Before the conduct of the proposed interventions, necessary
preparations will be made such as the following: discussion with the Schools Division
Superintendent (SDS) and Assistant Schools Division Superintendent (ASDS) about
the proposed interventions, submission of project proposal for approval, preparations
of the needed resources for the activity, preparation of division memorandum and
evaluation sheets. The learnings of the principals will be implemented during the two-
month period observation of classes using the observation guide. The data from this
task will be the post-test in the study. Right after the observation or classes, a
debriefing conference will be held to discuss salient points during the post conference
and to arrive at an agreement to enhance the principals’ skills and level of confidence
in conducting such. In addition to the post observation guide that will be prepared
during the pre-implementation stage, a teachers’ survey/questionnaire will also be
formulated to identify the frequency of the principals’ observation of classes. The
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

survey/questionnaire will be answered by teachers who were observed by the

principal. The survey/questionnaire will be floated to teachers after the two-month
period of observation of classes.
During the Post Implementation Stage, all the accomplished post observation
guides will be gathered and a summary of the results will be listed in preparation for
the correlation of the principals’ acquisition of post conferencing skills and level of
confidence to the conduct of instructional supervision. This step will answer the third
essential question of the research. The statistical tool, Pearson r (Pearson Product
Moment Coefficient of Correlation) will be utilized to determine if at .05 level of
significance, there is a significant relationship between the post conferencing skills
and level of confidence of the principal to the conduct of instructional supervision.
Before determining the significance between the two variables, the mean and
frequency of the data needed will be computed and tallied, respectively. The findings of
the research will be documented after analysis and interpretation are completed.
Conclusions will be formulated based on the findings and finally, on the basis of the
conclusions, recommendations will be specified. The results of the study will be
reported to the SDS and ASDS.
Having followed all the steps involved in the preparation of an action plan, there
is no doubt the researcher will be guided properly and accordingly towards the
achievement of the study’s objectives. As Dwight Eisenhower stated, ‘Plans are
nothing. Planning is everything.’ It is of prime importance that planning be given
utmost attention by scrutinizing every single details of the plan for it to become fruitful
and successful.
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

III. APPENDIX
A. POST CONFERENCE OBSERVATION GUIDE
No Indicators Always Sometime Never
. 3 s 1
2
SKILLS:

1 The principal achieved stated objectives for the post

conference
The questions were analytic which allowed the teacher to
2 engage in the analysis of the lesson
3 The pacing of questioning was adequate for the teacher to
formulate thoughtful response to analytical questions.
4 The conference was collaborative.

5 Observational data such as summary, charts and lists

were available for review and analysis.
6 The tone of the conference was positive.
7 The conference was conducted efficiently and
comprehensively.
8 The principal utilized the Budget of Work as reference in
the observation of classes.
9 An agreement was arrived at before the end of the post
conference.
CONFIDENCE: The School Head…. 3 2 1
1 spoke clearly and distinctly all the time.

2 consistently used appropriate facial expressions and body

language.
3 consistently generated a strong interest and enthusiasm
during the post conference.
4 manifested confidence in using the appropriate language

5 established eye contact with the teacher during the post

conference.
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

A. TEACHER’S QUESTIONNAIRE
Name of Teacher: __________________________________ School: __________________
Grade Level Handled: _____________ Subjects Handled: ___________________________
Instructions: Kindly answer the following questions as honestly as you can. This
questionnaire will identify the frequency of observations conducted by your
principal and how he/she conducted the post conference.
1. Were you already observed by your principal?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. If yes, how many times were you observed?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. If no, what do you think is the reason?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Was a post conference conducted after the observation?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. If yes, how did the principal conduct the post conference?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. If no, what do you think is the reason?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

A Sample Action Research Report

Department of Education
Region II
DIVISION OF ANGELES CITY
Jesus Street, Pulungbulu, Angeles City

Significance of the Proposed Training on Leadership and

Supervision in the Implementation of IA Curriculum

An Action Research Report

Submitted by:

EDGAR L MANABAT
Education Program Supervisor
Industrial Arts

July 2014
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

INTRODUCTION
A. THE PROBLEM AND ITS BACKGROUND
A Supervisor has a day-to-day responsibility for what goes on in the field/
workplace. He plays a critical role in supervising the actual performance of school
heads to ensure that all necessary tasks are completed in accordance with the
specification and deadlines reflected in the curriculum. He implements, monitors,
supervises and assesses the school curriculum to assure high learning outcomes. He
assumes leadership and supervises school heads on instructional leadership and
supervision and the improvement of instruction programs specifically the teaching-
learning process. He motivates and supports school heads to attain peak performance
in instructional leadership and supervision.
As an Education Supervisor in-charge of Industrial Arts (IA), it is his duty to
oversee that every work related to teaching and Supervising of IA subject meets
established performance standards based on the National Competency-Based
Standards for School Heads and Teachers and the IA curriculum.
Therefore, to evaluate school heads on the performance of their leadership and
supervisory practices in the implementation of IA and their actual school performance
in the field of Industrial Arts, there was a need to carefully analyze and evaluate all
observations gathered during school visits and supervision vis-a-vis NCBS for School
Heads and Teachers and the IA Curriculum. The analysis and evaluation revealed the
present and existing gaps in teaching and supervising IA: Only 10 out of 28 EPP who
were observed followed the suggested schedule in teaching the different EPP
components.
Teachers did not follow the suggested schedule in teaching the different EPP
components; Only 8 out of 28 IA teachers who were observed used rubrics and
performance card; 20 IA teachers did not use non-traditional performance assessment
tool; 2 out of 20 elementary schools and 2 out of 8 secondary schools that were visited
had IA workshops; 18 elementary Schools and 6 secondary schools with IA classes
that did not have IA workshops; 12 out of 28 EPP teachers with IA classes who were
observed followed the budget of work in IA; 16 EPP-IA teachers not follow the budget
of work; none of the 28 schools with IA classes that complete basic IA tools; 28 schools
with IA classes did not complete basic A tools; none of the 28 schools with IA classes
that were visited had textbooks in 1A; 28 schools with IA classes did not have
textbooks in IA only 5 out of the 28 IA teachers who were observed utilized resource
technology in planning, designing and delivery of the lesson in teaching, 23 IA
teachers did not utilize resource technology in planning, designing, and delivery of the
lesson in teaching, Only 3 out of the 43 elementary IA teachers the 8 secondary IA
teachers were Bachelor of Education major in Industrial Arts, 40 elementary IA
teachers and 8 secondary IA teachers were not major in IA/not trained in IA teaching,
42 out of 43 elementary schools with EPP-IA classes that were visited followed the IA
curriculum, One (1) elementary with SPED EPP- IA class did not follow the IA
curriculum and no one among the 19 school heads who were observed implemented
the IA curriculum effectively, 19 school heads did not implement the IA curriculum
effectively.
Gap Analysis helped the researcher in identifying the differences between the
standards and the current and present practices of the schools in the implementation
of IA curriculum to identify the real problem.
All the 10 gaps identified in teaching and supervising IA were critically analyzed
and ranked as to: Which was the most relevant?, meaning the most related, Which
was the most important?, denoting the most essential, Which was the most urgent?,
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C COLLEGE OF TEACHER EDUCATION

connoting the most pressing and Which was the most doable?, signifying the most
feasible.
The outcome of the critical analysis disclosed that ‘19 School Heads did not
implement Industrial Arts (IA) curriculum effectively. This ranked number 1 with
a total score or 20 points, meaning, it was the most relevant, important, urgent and
doable.
The PROBLEM TREE explained the details why ‘19 School Heads did not
implement the IA curriculum effectively.’ This identified problem was broken down
into manageable and definable problems using the five WHY’s to identify the causes
and the consequences. After the graphical illustration of the Problem Tree (Problem
Tree Tool), it exposed that the immediate causes of the problem were: School Heads
did not prioritize the implementation of IA curriculum, School Heads lacked
appropriate instructional leadership and supervisory practices on how to implement
the IA curriculum and School Heads failed to recognize their instructional leadership
and supervisory roles in the implementation of IA curriculum. These immediate
causes were classified into causal factors and it revealed that the underlying causes
were: Industrial Arts was not within their levels of interest; School Heads were more
concentrated on the five major subjects; School Heads were not familiar with their
instructional leadership and supervisory practices; School Heads were not familiar
with the content of the curriculum; School heads were not familiar with their
instructional leadership and supervisory roles in the implementation of IA curriculum,
and School Heads were pre-occupied with the liquidation of their MOOE. Lastly, all
the underlying causes were properly described and it was found out that the root
causes of the identified problem were: Industrial Arts was not their area of
specialization; School Heads were too concerned on the NAT results of the five major
subjects; School Heads did not have training on instructional leadership and
supervision in the implementation of IA curriculum; School Heads did not have
orientation on the implementation of IA curriculum; School Heads did not have
enthusiasm learning IA curriculum, and School Heads had limited time for the
liquidation of their MOOE.
The Problem Tree directed the researcher to analyze the root causes and find
solutions to the identified problem.
Prior to the illustration of the Opportunity Tree, a careful diagnosis of the
immediate causes, underlying causes, and root causes of the identified problem in the
Problem Tree was undertaken to be able to identify the root causes of the problem. In
completing the Opportunity Tree, each identified root cause was rephrased by the
researcher into positive desirable outcome as if the problem has been already solved.
Root causes were turned into solutions.
Next, a systematic validation of the identified root solutions in the Opportunity
Tree was drawn by identifying, defining and classifying the immediate solutions,
underlying solutions and root solutions associated with each step in the sequence
towards the defined most possible solution. The process of drawing the solutions in
the Opportunity Tree clarified that the root solutions to solve that 19 School Heads
did not implement IA curriculum effectively were: Professional
development/benchmarking concerning IA, Initiate division performance/skills
assessment, conduct training on instructional leadership and supervision, conduct
orientation on the implementation of IA curriculum, close monitoring on instructional
leadership and supervision, of on instructional leadership and supervision of school
heads in the implementation of IA curriculum and conduct training on time
management.
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C COLLEGE OF TEACHER EDUCATION

The Opportunity Tree led the researcher to identify the most possible solution
to solve the identified problem.
Before identifying the best possible solution to solve that 19 School Heads did
not implement IA curriculum effectively, all the root solutions identified in the
Opportunity Tree were arranged according to the degree of their importance to solve
the identified problem using a scale of 1 to 6, where 6 was the highest and 1 was the
lowest. Then, they were logically studied and systematically ranked based on the
identified and defined criteria with allocated weights from 1 to 6, where 6 was the
highest and 1 was the lowest: What was most prioritized? was given a weight of 6,
referred to the superiority of the root solution to solve the problem; What was most
needed? was given a weight of 5, explained the necessity of the root solution to solve
the problem; What was most significant? was given a weight of 4, focused on the
weight or the consequence of the root solution; What was most appropriate? was given
a weight of 3, identified the suitability of the root solution; What was most attainable?
was given a weight of 2, determined the achievability level of the root solution; and
What was most timely? was given a weight of 1, considered if the root solution was
well-timed or fitted the time.
The logical study and systematic ranking of the root solutions stressed that
“Conducting a training on instructional leadership and supervision in the
implementation of IA curriculum,’ ranked first with a total score of 118, meaning,
that it was the most prioritized, most needed, most significant, most appropriate, most
attainable and most timely.
Therefore, it was justified that to conduct a training on instructional leadership
and supervision for the implementation of the IA curriculum was the most possible
solution to help school Heads implement IA curriculum effectively.
The Decision Making Model helped the researcher to decide which of the
solutions identified, studied and ranked will be implemented to solve the identified
problem.
B. STATEMENT OF THE PROBLEM AND FORMULATION OF HYPHOTHESIS
As an Education Program Supervisor in Industrial Arts (IA), the researches was
concerned on how to find out the significance of the proposed training on leadership
and supervision in the implementation of IA curriculum.
Categorically, it aimed to answer the following essential questions:
1. What are the leadership and supervisory practices of the school heads in
the implementation of the IA Curriculum before the training in
terms of assessment for learning, developing programs and/or
adapting existing programs, implementing programs/projects
and conducting classroom observations for instructional
improvement?
2. What are present leadership and supervisory practices of the school
heads in the implementation of IA curriculum in terms of assessment for
learning, developing programs and/or adapting existing programs,
implementing programs/projects and conducting classroom observations
3. What is the significant difference between leadership and supervision
and the leadership and supervisory practices of School heads in the
implementation of IA curriculum?
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C COLLEGE OF TEACHER EDUCATION

HYPOTHESES
The hypotheses in this research were:
Null Hypothesis: There is no significant difference on the leadership and
supervision and leadership and supervisory practices of school
heads in the implementation of IA curriculum before and after the
training.
Alternative Hypothesis: There is a significant difference on the leadership and
supervision and the leadership and supervisory practices of school
heads in the implementation of IA curriculum between the proposed training.
C. SIGNIFICANCE AND PURPOSE OF THE STUDY
It was the purpose of this research to identify the significance of the proposed
training on leadership and supervision in the implementation of IA curriculum.
Specifically, it sought to identify:
1. The leadership and supervisory practices of the school heads in the
implementation of the IA Curriculum before the training in terms of
assessment for learning, developing programs/projects and conducting
classroom observations for instructional improvement.

2. The present leadership and supervisory practices of the school heads in

the implementation of IA curriculum in terms of assessment for learning,
developing programs and/or adapting existing programs, implementing
programs/projects and conducting classroom observations for
instructional improvement.

3. The significant difference between the proposed training on leadership

and supervision and the leadership and supervisory practices of school
heads in the implementation of IA curriculum.
D. SCOPE AND DELIMITATION
The study population covered the 43 elementary school heads and 10
secondary school heads in the Division Angeles City.
E. METHODS AND DESIGN
This action research entitled ‘Significance of the Proposed Training on
Leadership and Supervision in the Implementation of IA Curriculum’ was a descriptive
survey. This design was appropriate for this action research to collect data from school
heads in order to determine their leadership and supervisory practices in the
implementation of IA curriculum before the training and their present leadership and
supervisory practices in the implementation of IA curriculum after the training.
F. RESEARCH INSTRUMENT
The researcher utilized 2 (two) instruments for data collection:
1. Survey Questionnaire titled – Review on the Leadership and Supervisory
Practices of School Heads in the Implementation of IA curriculum which
was divided into 4 (4) items: (Assessment for Learning, Developing Programs
and/or Adapting Existing Programs, Implementing Programs for Instructional
Improvement and Conducting Classroom Observations for instructional
Improvement)
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C COLLEGE OF TEACHER EDUCATION

2. Assessment Form titled – Assessment on the present Leadership Supervisory

Practices of School Heads in Implementing IA Curriculum which was also
divided into four (4) indicators: (Assessment for Learning, Developing Programs
and/or Adapting Existing Programs, Implementing Programs for Instructional
Improvement and Conducting Classroom Observations for Instructional
Improvement)
Likewise, t.test for correlated samples was the parametric test applied to this
study to determine the reliability of the instruments and the significant difference
between the proposed training on leadership and supervision and the leadership and
supervisory practices of school heads in the implementation of IA curriculum.
G. ACTION PLAN
Creating an Action Plan always begins with having a clear purpose, objective
and activity in mind. In fact it was designed to take the researcher from where he is
right now directly to the accomplishment of his target. It also included information
and ideas gathered about the objectives, activities, persons involved, time frame,
resources needed, expected outputs, and statistical tools to measure the outputs.
Additionally, the objectives and specific activities should be logically arranged and
organized accordingly
During the PRE- IMPLEMENTATION stage, the current and present leadership
and supervisory practices of the school heads in the implementation of IA curriculum
were identified using Survey Questionnaire and an Assessment Form based on
NCBSH. The result of the assessment form were used as guide in the preparation of
the training matrix.
In the IMPLEMENTATION stage of the project, important activities were
undertaken in sequence like to prepare a training matrix, identifying the training goal,
objectives, methods and activities, prepare a project proposal, to prepare Division
Memorandum, to conduct training on the instructional leadership and supervision for
the implementation of IA curriculum, to document activities and to evaluate the
training.
The POST IMPLEMENTATION stage involved the monitoring and assessing the
significance of the training on leadership and supervision in the implementation of IA
curriculum utilizing the monitoring and assessment tools during school visit and
supervision and classroom observation. It also involved the analysis and interpretation
of the results of the monitoring and assessment form using t.test for correlated
samples to find out the significant difference between the proposed training on
leadership and supervision and leadership and supervisory practices of school heads
in the implementation of IA curriculum.
III. RESULTS
The researcher administered Assessment Form on 43 elementary school
principals from which the pertinent data were collected. After evaluating these data
the appropriate statistical test was applied for data analysis and interpretation. The
results of these activities are contained in Table 1.
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DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

Table 1 – Assessment on the Present Leadership & Supervisory Practices of School

Heads in Implementing IA Curriculum
INDICATORS PRE- POST t-test INTERPRETATIO
TEST - N
TEST
A ASSESSMENT FOR LEARNING
.
1 Assess the effectiveness of IA curriculum/IA 0.283 1.792 -17.1918 Very significant
programs difference
2 Utilizes assessment results to improve learning 0.264 1.792 -15.9802 Very significant
in IA difference
B DEVELOPING PROGRAMS AND/OR ADAPTING EXISTING PROGRAMS
.
3 Develops/Adapts a research/school-based IA 0.245 1.83 -21.5783 Very significant
program difference
4 Assists in implementing each existing, coherent 0.377 1.887 -17.1918 Very significant
and responsive IA curriculum. difference
5 Addresses deficiencies and sustains successes 0.264 1.698 -13.9745 Very significant
of IA programs in collaboration with teachers difference
and learners
C IMPLEMENTING PROGRAMS/PROJECTS FOR INSTRUCTIONAL IMPROVEMENT
.
6 Manages the introduction of IA curriculum in 0.358 1.83 -14.812 Very significant
line with DepEd policies difference
7 Works with teachers in curriculum review 0.132 1.83 -24.56498 Very significant
difference
8 Enriches IA offering based on local needs 0.264 1.849 19.15494 Very significant
7 difference
9 Manages curriculum innovation and 0.245 1.906 -19.54628 Very significant
enrichment with the use of technology difference
D CONDUCTING CLASSROOM OBSERVATIONS FOR INSTRUCTIONAL IMPROVEMENT
.
1 Prepares and implements supervisory plan in 0.792 1.849 -21.2244 Very significant
0 IA difference

1 Conducts instructional supervision in IA using 0.83 1.83 -15.1548 Very significant

1 appropriate strategy difference
1 Evaluates lesson plans in IA, as well as, 0.83 1.83 -16.6012 Very significant
2 classroom & learning management difference
1 Provides feedback to teachers regarding their 0.472 1.736 -14.7289 Very significant
3 performances in IA difference
1 Provides technical assistance and instructional 0.434 1.679 -15.49029 Very significant
4 support to teachers. difference

t.test critical at alpha .05 = 2.06; 01 = 2.67

Findings
The use of t.test correlated samples on the test scores before and after the
conduct of the training among school heads revealed the rejection of the null
hypothesis. This was based on the t-test computed values that were higher than the
critical values at both .05 (t=2.01) and .01 (t=2.67) alpha levels, as follows:
For Indicator 1- t.test computed value of -17.1918 showed a very significant
difference in the practice of school heads in assessing the effectiveness of IA
curriculum/IA programs before and after the training on leadership and supervision.
For Indicator 2- t.test computed value of -15.9802 revealed a very significant
difference the practice of school heads in utilizing assessment results to improve in IA
programs before and after the training on leadership and supervision.
For Indicator 3- t.test computed value of -21.5783 revealed a very significant
difference in the practice of school heads in developing/adapting a research/school-
based IA program on leadership and supervision.
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C COLLEGE OF TEACHER EDUCATION

For Indicator 4 t.test computed value of-17.1918 disclosed a very significant

difference in the practice of school heads in assisting in implementing each existing
coherent, and responsive IA curriculum before and after the training on leadership
and supervision.
For Indicator 5- t.test computed value of -13.9745 proved a very significant and
difference in the practice of school heads in addressing deficiencies and sustaining
successes of IA programs in collaboration with teachers and learners before and after
the training on leadership and supervision
For Indicator 6-t.test computed value of -14.812 confirmed a very significant
difference in the practice of school heads in managing the introduction of IA
curriculum in line with DepED policies before and after the training on leadership and
supervision.
For Indicator 7- t.test computed value of-24.56498 attested a very significant
difference in the practice of school heads in working with teachers in curriculum
review before and after the training on leadership and supervision.
For Indicator 8- t.test computed value of -19.154947 validated a very significant
difference in the practice of school heads in enriching IA offering based on local needs
before and after the training on leadership and supervision
For Indicator 9- t.test computed value of -19.54628 affirmed a very significant
difference in the practice of school heads in managing curriculum innovation and
enrichment with the use of technology before and after the training on leadership and
supervision
For Indicator 10- t.test computed value of -21.2244 substantiated a very
significant difference in the practice of school heads in preparing and implementing
supervisory plan in IA before and after the training on leadership and supervision.
For Indicator 11-t.test computed value of -15.1548 showed a very significant
difference in the practice of school heads in conducting instructional supervision in IA
using appropriate strategy before and after the training on leadership and supervision
For Indicator 12- t.test computed value of -16.6012 indicated a very significant
difference in the practice of school heads in evaluating lesson plans in IA, as well as,
classroom & learning management before and after the training on leadership and
supervision
For Indicator 13- t.test computed value of -14.7289 firmed-up a very significant
difference in the practice of school heads in providing feedback to teachers regarding
their performances in IA before and after the training on leadership and supervision
For Indicator 14- t.test computed value of -15.49029 stated a very significant
difference in the practice of school heads in providing technical assistance and
instructional support to teachers before and after the training on leadership and
supervision
With the results of the hypothesis testing, the researcher found out that there
was a very significant difference between the recently conducted training on leadership
and supervision and the present leadership and supervisory practices of school heads
in the implementation of IA curriculum in their respective schools.
III. CONCLUSIONS
In this study, it is therefore concluded that the recently conducted training on
leadership and supervision had effectively improved the leadership and supervisory
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DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

practices of school heads in the implementation of IA curriculum in terms of

assessment for learning, developing programs and/or adapting existing programs,
implementing programs for instructional improvement and conducting classroom
observations for instructional improvement in their respective schools. This was based
on the results of hypothesis testing where computed t-test critical values at both .05
and .01 levels of significance.
Thus, the training on leadership and supervision provided the school heads the
essential skills and practices in assessing the effectiveness of IA curriculum and in
utilizing assessment results to improve learning. It afforded them the competence on
how to exercise collegiality of leadership and shared governance to develop a
research/school-based IA program, implement existing, coherent and responsive IA
curriculum and address deficiencies and sustain successes of IA program in
collaboration with teachers and learners. It provided them adequate knowledge and
skills in managing the IA curriculum in line with DepEd policies, working with
teachers in curriculum review, enriching IA offerings based on local needs and
managing curriculum innovation and enrichment with the use of technology. Finally,
it helped them carry out their instructional leadership and supervisory practices
effectively in preparing and implementing supervisory plan in IA, conducting
instructional supervision using appropriate strategy, evaluating lesson plans in IA, as
well as, classroom and learning management, providing feedback to teachers
regarding their performances and providing technical assistance and instructional
support to teachers.
As educational developments throughout the nation continue to emphasize
holistic development, employment, entrepreneurship and middle level skills
development through effective IA curriculum implementation, innovation and
interventions, school heads need to continue giving equal attention on IA curriculum
and instruction, implementation of IA curriculum standards, quality instructional
practices and coherence in instructional programs.
Therefore, it is further recommended that newly appointed school heads should
be provided with the same training on leadership and supervision. School heads
should give importance to professional development in the implementation of IA
curriculum through workshops, trainings, in-service education, benchmarking,
strategic organizational planning, networks with other technical-vocational
institutions/organizations, mentoring, coaching, professional counseling, and
graduate courses.
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DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

SURVEY QUESTIONNAIRE
NAME: _____________________________________________________________________________
SCHOOL: __________________________________________________________________________
POSITION: _________________________________________________________________________
IMPLEMENTATION OF INDUSTRIAL ARTS CURRICULUM
Curriculum, Instruction, & Assessment

 Briefly describe current developments in Industrial Arts curriculum in your

school that you are satisfied with.
 In your personal understanding, what assessment strategies should be used in
determining what a student knows (content standards) and is able to do
(performance standards) in Industrial Arts?
 What does the phrase ‘outcome-based’ mean to you in implementing Industrial
Arts curriculum in your school?
 Discuss your knowledge of the current trends and best practices in
implementing Industrial Arts curriculum in your school and how you plan to
keep your IA teachers involved with the current and changing educational
trends.
 What role should technology play and how can it support teaching and learning
in Industrial Arts in your school?
 What is student-centered teaching and how would you work with teachers to
make classrooms more student-centered in teaching Industrial Arts in your
school?
Organizational Structure

 Schools are traditionally grouped into grade or year level/subject teams or

groups of students and teachers. What are the benefits of such a grouping in
your school? What are the disadvantages?
 When is such grouping appropriate in your school and when is it not
appropriate?
 What are the most important characteristics of a strong instructional team in
the implementation of IA curriculum in your school?
Student Needs

 What experiences have you had in working with ‘students at risk’ in Industrial
Arts in your school?
 ‘At risk’ is a term that is used commonly by principals/teachers to describe a
targeted group of the total school population. Please discuss briefly your
interpretation of this group of students.
 Research reveals that retention of students in Industrial Arts is usually not
successful. In what situations do you feel retention would still be justified in the
teaching of Industrial Arts in your school?
 What discipline practices or strategies have you found to be effective when
dealing with students in Industrial Arts in your school?
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C COLLEGE OF TEACHER EDUCATION

Technical Skills

 How do you evaluate your knowledge about curriculum implementation?

Explain briefly and justify.
o In what areas do you have expertise?
o How did you develop that expertise?
o How have you utilized that expertise?

 What do you do to keep yourself updated in the implementation of IA

curriculum in your school?
o What regular professional interventions/actins do you undertake?
o What is the most current and good idea in the field of IA that you have
learned about?
o Tell something about the last time you were amazed by some
development or finding in the area of Industrial Arts in your school.
Decision Making

 Tell something about the last time you made a decision in the implementation
of IA curriculum in your school that failed.
o What made you to choose that particular course of action?
o What decisions did you consider?
o To whom did you communicate about it?
o What opinion did you get?
o What did you learn from that decision?

 Tell me about the decision you’ve made which you feel has had the most impact
in the implementation of IA curriculum in your school.
o How did you arrive at your decision?
o What risks did you take when deciding on this course of action?
o How did you evaluate the outcomes?
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

ASSESSMENT FORM
(INSTRUCTIONAL LEADERSHIP AND SUPERVISORY PRACTICES OF SCHOOL HEADS
IMPLEMENTING IA CURRICULUM)
INDICATORS ALWAYS SOMETIMES NEVER
A. IMPLEMENTING PROGRAMS/PROJECTS FOR INSTRUCTIONAL IMPROVEMENT
(CURRICULUM DEVELOPMENT)
1 Manages the instruction of IA curriculum in line
with DepEd policies.
2 Works with teachers in curriculum review

3 Enriches IA offering based on local needs

4 Manages curriculum innovation and enrichment

with the use of technology
B. CONDUCTING CLASSROOM OBSERVATIONS FOR INSTRUCTIONAL IMPROVEMENT
(INSTRUCTION)
1 Prepares and implements supervisory plan in IA

2 Conducts instructional supervision in IA using

appropriate strategy
3 Evaluates lesson plans in IA, as well as, classroom
& learning management
4 Provides feedback to teachers regarding their
performances in IA
5 Provides technical assistance and instructional
support to teachers.
C. ASSESSMENT FOR LEARNING (STUDENTS’ NEEDS)

1 Assess the effectiveness of IA curriculum/IA

programs
2 Utilizes assessment results to improve learning in
IA
D. DEVELOPING PROGRAMS AND/OR ADAPTING EXISTING PROGRAMS (TECHNICAL SKILLS AND
DECISION-MAKING)
1 Develops/Adapts a research/school-based IA
program
2 Assists in implementing each existing, coherent
and responsive IA curriculum.
3 Addresses deficiencies and sustains successes of IA
programs in collaboration with teachers and
learners
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

V. BIBLIOGRAPHY
Industrial Arts Curriculum
ttp://mthwaites.weebly.com/industrial-arts-curriculum-overview.htm

Curriculum/ Technology / Industrial Arts Curriculum Guides

http://www.shoreregional.org/Page/173

Industrial Problems
www.lookany.com/Industrial+Problems

Implementing the Curriculum

http://www.asha.org/academic/Section3ImplementingCurriculum.htm

Curriculum Development and Implementation

http://www.sagepub.com/upm-data/44331 10.pdf

Curriculum Issues-Curriculum-Issues
Curriculum-issues.metsearch.com.ph/
23 Mar 2012 ... National Competency Based Teachers Standards or (NCBTS)
25 May 2010.. NATIONAL ADOPTION AND IMPLEMENTATION OF THE
NATIONAL COMPETENCY-BASED STANDARDS FOR SCHOOL HEADS
Educational Leadership Philosophy - Principals
http://www.principals.in/uploads/pdf/leadership/Educational_Leadership_Philosoph
y-Leadership Assessment MLQ- Assess Transformational Leadership
wwww.mindgarden.com/

Effective School Leadership Effective-School

Effective-school.metasearch.com.ph
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D Difun, 3401 Quirino

C COLLEGE OF TEACHER EDUCATION

BIBLIOGRAPHY
BOOK
Babcock, Robert J., Gerbracht Carl, Digitized on April 15, 2011, Elementary
Industrial Arts: Classroom and Laboratory, Bruce Publishing Company,
Pennsylvania, U.S.A
Burris, Benjamin J., Digitized on September 8, 201l, Industrial Arts, state course of
study for secondary schools, Wm. D. Burford, Indiana, U.S.A.
SEAMEO-INNOTECH, 2012, K to 12 Tool Kit, SEAMEO-INNOTECH, Diliman, Quezon
City

BOOK CHAPTER
SEAMEO-INNOTECH, 2012, Reforms in Elementary Education, K to 12 Tool Kit,
SEAMEO INNOTECH, Diliman, Quezon City, pages 21-23
SEAMEO-INNOTECH, 2012, Reforms in Secondary Education, K to 12 Tool Kit,
SEAMEO-INNOTECH, Diliman, Quezon City, pages 25-33
SEAMEO-INNOTECH, 2012, Technology and Livelihood Education, K to 12 Tool Kit,
SEAMEO-INNOTECH, Diliman, Quezon City, page 46
JOURNAL
Biasong, Joy Kenneth Sala, March 29, 2014, K to 12 Resource Guide for Teacher
Educators, School Administrators, Industrial Arts Curriculum Map
DuFour, R., & Marzano, R., 2011, Leaders of Learning, How do district, school,
and classroom leaders improve student achievement, Bloomington
ON-LINE RESOURCES
http://school-principal.blogspot.com/2011/05/national-competency-based-
standards-for.html