BAGUIO CENTRAL UNIVERSITY

Lower Bonifacio St., Baguio City 2600

Human Resource Management in Schools

Administration and Supervision of the Teaching Personnel
In-Service Education of Teachers as an Administrative and Supervisory Functions

Submitted by:
Ognayon, Amy O.
Wakat, Harlene P.

Submitted to:
Ma'am Loid C. Mangangey

In partial fulfillment of the requirement in the subject Administration and Supervision (MAAS 202)

Submitted on:
March 11, 2023
 Human Resource Management in Schools
Topics:
A. Teacher Recruitment
B. Teacher Screening
C. Teacher Selection and Placement
D. Teacher Orientation
E. Teacher Training and Development
F. Teacher Evaluation and Performance Appraisal
G. Teacher Compensation
A. Teacher Recruitment
School need to be able to the hire the best teachers available, if it is to be among the schools in the
country.
School need to follow a systematic process of recruitment, screening, selection and place to ensure
that not only the best are taken in, but are placed where they are best suited and where they will
produce the maximum benefits for the school.
-N. Mariano
Recruiting teachers involve finding the bests qualified candidates for the position to be field.
Schools need to look for these qualified candidates in the right places, at the right time, and the use
of the right media to find desirable candidates.
-N. Mariano
Schools can use the following in announcing recruitment process:
-Bulletin Board
-Faculty/staff meetings and PTA meetings
-School Newsletter
-School Facebook Account
B. Teacher Screening/ Teacher Selection and Placement
-DM. No. 11 s. 2023- Application Process
Screening Team
-Supervisors, School Head, Master Teacher
C. Teacher Orientation
The candidate chosen to fill the position will then be oriented to the school policies and procedures,
its staff both teaching and non-teaching; the school building and facilities and of course the
students.
Orientation of the newly-hired teacher specially to the officer and staff will help the newly hired feel
welcome and not feel like a total outsider.
N. Mariano

Teacher Induction Program (TIP)

The Teacher Induction Program (TIP) is institutionalized to provide a systematic and comprehensive
support system for the newly hired teachers in order to seamlessly immerse them in the teaching
profession in the public school system.
Modules to be taken
Course book 1
Module Outline Session
1 – DepEd’s Mandate Session
2 - Vision, Mission, and Core Values Session
3 - Strategic Directions Session
4 – The Philippine Professional Standards for Teachers
Course book 2
Module Outline Session
Module 1 – Understanding the K to 12 Curriculum
Module 2 – Navigating the K to 12 Curriculum Guides
Module 3 – Lesson Planning
Module 4 – Implementing Learning Plans and Enriching Teaching Practice
Course book 3
Module Outline Session
Course Outline: Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management System (RPMS)
Course book 4
Course Outline:
Module 1: Building Relationships with the Wider School Community
Module 2: Teaching with the Context in Mind
Course book 5
Course Outline:
Module 1: DepEd Organizational Structure and Processes
Module 2: Relevant Laws for Teachers
Course book 5
Course Outline:
Module 1: Salaries, Wages, and Benefits of Teachers
Module 2: Continuing Professional Development
Module 3: Policies on Promotion and Opportunities for Progression
Module 4: Personal Development and Well-being
Module 5: Developing a Personal Professional Improvement Plan
Course book 6
Course Outline:
Module 1: Salaries, Wages, and Benefits of Teachers
Module 2: Continuing Professional Development
Module 3: Policies on Promotion and Opportunities for Progression
Module 4: Personal Development and Well-being
Module 5: Developing a Personal Professional Improvement Plan
D. Teacher Training and Development
Schools are supposed to have ongoing teacher training and development programs that should
continually be evaluated to ensure that it keeps up with the current development in the field and
the needs of the faculty.
Teacher training focuses in the current job and aims to fix current job/skill deficits of individual
teacher for the immediate term.
E. Teacher Evaluation and Performance Appraisal
Teacher Evaluation helps in determining who among the faculty are the best performing teachers,
helps teachers perform better, encourages professional growth, strengthen teacher’s weakness.
Performance Appraisal is the process of evaluating individual performance of teachers. The basic
purpose of the appraisal is to evaluate, not only how the teacher does her job but also look into
areas of improvement.
Sample of seminars/trainings
 Division Training of Grade 5 Teachers In The Implementation Of K To 12
 National Webinar On Kindergarten Remote Teaching and Learning: Developmentally Appropriate
Responses In The Time Of Covid-19.
 Simultaneous Conduct of School Learning Action Cell In The Curriculum, Governance,
Operations And Management
 Re-Echo Seminar On Deped Open Educational Resources (Oer)
 2017 Regional Mass Training of Teachers On Rondalla
 Tuba District Elementary MAPEH Teachers Training On the Basic Concepts And Fundamentals
In Teaching Folk Dances And Performance Standards
F. Teacher Compensation
Salaries, Wages, and Benefits of Teachers
Basic Salary • Maternity Leave • Personnel Economic Relief Allowance (PERA) • Paternity Leave •
Mid-Year Bonus • Parental Leave • Sick Leave Indefinite .Sick Leave • Vacation Leave • Special
Leave Privileges • Rehabilitation Leave • Study Leave Ten (10) days Leave• Terminal Leave • Medical
Examination and Treatment • Special Emergency Leave • Year-End Bonus • Cash Gift • •
Anniversary Bonus • Loyalty Pay • Productivity Enhancement Incentive (PEI) • Performance-Based
Bonus (PBB) • Clothing Allowance • Cash Allowance • Special Hardship Allowance • Special Leave
Benefits for Women • Step Increment • Proportional Vacation Pay (PVP) • Scholarship Grant • Salary
Increase Upon Retirement • Automatic upgrading of Positions through ERF’s scheme •
Compensation for Injuries

ADMINISTRATION AND SUPERVISION OF THE TEACHING PERSONNEL

A. Role of the Teacher
B. Qualifications of a Teacher
C. Functions of a Teacher
INTRODUCTION:
The teaching personnel are the most important resource of any school. In the report "What Matters
Most: Teaching for America's Future", the National Commission on Teaching and America's Future
stated that “teacher expertise is the single, most important determinant of student achievement.”
They proposed further, that to improve student's performance, improving teacher quality and
performance is a must.
Sanders (1998) maintained that “the single, largest factor effecting academic growth among
students is the teacher.” We can therefore conclude that high achievers are products of effective
teachers.
This being the case, it is imperative that the school administrators and the school supervisors
recruit, screen, hire, place, train and develop teachers well to maximize the improvement of the
teaching-learning process and, thus, maximize the benefits to the students. In short, effective
management of the teaching personnel is a must for schools.
The Role of Teachers
Teachers are people entrusted to do the basic task of transferring knowledge and effective learning.
They do not simply address cognitive learning, but also aim to develop the student as a whole
person preparing him/her to be a dedicated citizen of the country and a responsible member of
society.
Teachers perform the following roles:
I) Transferor of knowledge
This involves the primary task of teaching students the subject matter that needs to be learned by
the students- reading, writing, mathematics, language, literature, history, social studies, science,
zoology, biology, algebra, trigonometry, musci, physical education, etc.
II. Molder of Character
A teacher does not only transfer knowledge, but builds character as well. The teacher values,
morals, ethics, etiquette, good manners, and right conduct. There was a time when Good Manners
and Right Conduct was a subject in public schools. Incorporating good manners and right conduct
in other subject that is being taught in schools is a must if schools are to produce cultured
individuals. Teachers can inject good values in whatever subject the teach.
III. Role Model
Teachers impresses upon students’ values, behaviors, manners, habit, expressions, attitudes,
language, etc. The teacher, therefore, needs to be a role model for students; because most of the
time, students follow what the teacher is showing them. The students tend to imitate the teacher's
language, expression, way of dressing, even the way the teachers carry themselves. Teachers need
to be very careful. They should watch their language, the way they dress, the way they talk, the way
they deal with people. Students, esepecially the elementary and high school students, are very
impressionable.
IV. Counselor
Teachers give students advice/ councel as needed. Even if schools have guidance conselors, some
students are more comfortable discussing their problems with their teacher. Moreover, it is
incumbent upon the teacer to call students and counsel them as needed.
V. Liaison Officer/ Public Relations Officer/ School Representative
Teachers help the school by acting as a go-between the school and the students, the parents, and
the community. Students and families are, usually more comfortable working with the teachers
than the school administrators and supervisors.
VI. Committee Member
Teachers usually sit as members of committees set up by the school for various purposes. Schools
have various committees, such as Curriculum Committee, Graduation Committee, Enrolment
Committee, Evaluation Committee, Training and Development Committee, etc.
QUALITIES OF A GOOD TEACHER
Since teachers are role models, teachers should possess desirable qualities that will help them in
performing their tasks. Qualities are different from qualifications and skills, which the teacher
should, also possess. Qualifications are that which places the teacher fit for a position. These can
be supported by objective evidence like diploma that back up education. Experience, like education
form part of qualifications of a teacher. Skills are what the teacher can do and can be considered as
part of qualifications. Leadership skills and communication skills are part of the skills schools are
looking for in a teacher.
Qualities, on the other hand, are personal attributes of the teacher that are in his nature, i.e,
innate. Qualities refer to nature, worth, character, or degree of excellence. They are more or less
intangible and are inherent in a person and as such may not be supported by objective evidence
like qualifications. Some of the more important qualities a teacher should possess include:
I. Intelligence/ Knowledge
Intelligence refers to a person's mental capacity. A person who is intelligent is said to be clever,
wise, or smart. Webster defined it as the ability to cope with a new situation. For teachers to be able
to transfer knowledge, they themselves should have the knowledge to be transfered. They should
know what they are to transfer; they should be knowledgeable. They should have the capacity to
absorb new Knowledge, new concepts, new ideas. They even need to create new ideas (creativity),
develop them fully to be useful, and develop further knowledge from these new ideas.
II. Competence
Competence means capability or being legally qualified. Teachers should be competent enough for
them to be able to discharge their obligations, their responsibilities, their functions. Teachers were
given their jobs because school administrators and school supervisors believe they have the ability
to do their jobs.
III. Understanding/ Sympathy/ Compassion
Webster's definition of understanding includes agreement of minds, harmony, sympathetically
discerning. Teachers need to be understanding and sympathetic/ compassionate to the students.
Sympathy means feeling sorry for someone's situation or misfortune. Compassion is sympathetic
pity and concern for the sufferings of others. Students will be more open if they know that the
teacher will understand their situation. Discernment is the quality of being able to grasp and
comprehend what is obscure. According to christian.com, in its simplest definition, discernment is
nothing more than the ability to decide between truth and error, right and wrong and a teacher who
is sympathetically discerning is a great asset to the school.
IV. Empathy
A teacher should be able to place himself in the shoes of the other person be it his supervisor, the
student, or the parent. As sympathy is important, so is empathy because it enables the teacher to
more fully understand and feel the situation the other party- student, parent, government,
community- is in. Empathy is the ability to understand and share the feelings of another. Doing so,
he will be able to appropriately address the issue or solve the problem.
V. Flexibility and Adaptability
Change is constant in this world. Flexibility means that you can change plans quickly when needed.
Receiving criticism (good and bad) from your advisers is extremely important in terms of flexibility
because it will force you to change what you are used to doing. Being flexible means incorporating
this feedback into your teaching. Being flexible means incorporating this feedback into your
teaching. On-the-spot changes may also be needed based on certain situations in the classroom.
Adaptability is the ability to adapt to change. In general, it is being able to acclimate yourself to
changing roles, job responsibilities, material, and schedules. The changing environment where the
school belongs. He should be flexible in his method of teaching; class schedule, if necessary, course
preparation; human relations, etc.
VI. Personality and Appearance
Personality is the sum total of all behavioral and mental characteristics by means of which an
individual is recognized as being unique. A wholesome personality and a pleasant appearance is a
must for teachers. They represent the school and as such should be able to project an image or
respectability and dependability and they should be able to command respect. They should always
be professionally dressed and presentable. Feldman (1986) believes that student-perceived and
colleague-perceived personality traits of teachers correlate more consistently and more strongly with
teacher effectiveness than do personality traits measured by teacher's own responses.
VII. Emotional Stability/ Mental Health
Emotional stability refers to a person's ability to remain stable and balanced. It enables a person to
develop an integrated and balanced way of perceiving the problems of life. The emotional stability or
mental health of teachers affects the students. What teachers are, they project and usually transfer
to their students. Disappointed, frustrated, unhappy teachers cannot be expected to help students
become contented, satisfied, happy, well-adjusted individuals. Well-adjusted, happy, satisfied,
optimistic teachers will be able to project a positive personality that can affect students positively.
Despite the frustrations that teachers face in their daily lives, they should be able to deal with these
frustrations with tranquility, calmness, and serenity. The teacher has to project an optimistic,
positive, good-humored attitude. The teacher should exhibit such virtues as fortitude, patience, and
self-control. Sidhu (2007) maintains that a maladjusted teacher cannot impart adjustments to the
personalities of the pupils.
VIII. Integrity and Character
Integrity is synonymous to character, principle, honor. http://education.yahoo.com defines
integrity as steadfast adherence to a strict moral or ethical code. Teachers need to be principled
individuals who value reputation, honor, and character. Teachers should be exemplary in their
behavior for them to gain respect. Respect is earned; it cannot be bought or exacted.
IX. Sociability
The quality of sociability is in the nature of the one possessing it. Sociability refers to the skill,
tendency or property of interacting well with others. While it is part of human relations, it is more
innate. Human relations can be learned. Extrovert people are more sociable while introverts may
lack this quality. However, like human relations, sociability pertains to how the teacher deals with
co-teachers, administrators, supervisors, students, parents, government representatives, and the
public, in general. Sociable people are more approachable which makes it easier for those around
them. Students will be more drawn to sociable teachers than teachers who appear distant.
X. Professionalism
Professionalism in a job is a combination of skill and high standards. It is a component of the
concept of work ethic. A person's work ethic is a representation of his character. A strong work ethic
suggests that the person places a high value on doing a good job, as well as respecting others and
functioning with integrity.
How a teacher deals with others and acts in situations will reveal his professionalism. Acting
professionally and dressing profession- ally are a must in the teaching profession. Professionalism
deals with behavior mandated by the profession to which a person belongs. Each profession has its
own Code of Ethics and teachers have their own Teachers' Code of Ethics. The Teachers' Code of
Ethics is supposed to be followed by each individual teacher.
11) Expression and Fluency
Power of expression is one asset a teacher should possess. It is the clear, smooth, and seemingly
effortless use of language in writing manner or form in which a thing is expressed. Fluency refers to
the or speech. A teacher should be fluent in the language used a medium of instruction. He should
be flawless in his pronunciation and grammar. He should have a well-modulated voice just loud
enough to be heard by all the students. Too loud or too low is not acceptable. Clear, pleasantly
toned (not high-pitched or low- pitched) voice is essential. He should be able to change his pitch, his
tone, his volume, and his speed when speaking to suit the needs of his audience.
12) Scientific Attitude
Scientific attitude is a way of viewing things, a curiosity to know how and why things happen with
an open mind and governed by facts. Scientific attitude is governed by factors like intellectual,
honest, open-mindedness, and creativity. The teacher is expected to base his decision on data
scientifically gathered. The teacher need to do research, as needed, to be able to make scientific
decisions and improve, not only himself, but his students, as well. He should engage in activities
that will improve his knowledge and keep him abreast of current developments in the field.
Teachers are required to take continuing education units to keep him updated on current
developments in the field of education. He can attend seminars, conferences/conventions, in-service
trainings, or professional classes. Teachers need to be well-versed with scientific techniques and
procedures. They should be able to use scientific data to improve instruction. In fact, teachers are
encouraged to engage in research.
Qualifications of a Teacher
Teachers ought to possess, not only qualities, but also qualifications that will make them fit for
their position. To transfer knowledge, they should be knowledgeable. To add to this knowledge, they
need experience that will hone them and make them qualified to teach. The following are looked into
by the school administrators and supervisors in hiring teachers.
1) Education
A teacher for the preschool and elementary grades is expected to be graduates of a baccalaureate
degree majoring in the subjects they are supposed to handle. A bachelor of science in elementary
education is a requirement. The same is true with secondary education. A bachelor of science in
secondary education is required for high school teachers. College teachers who teach the
undergraduate level preferably need a master's degree, if not in education, in a related field or in the
subjects they are to teach. Those who are still in the process of obtaining their masters degree are,
in certain cases, considered and given the opportunity to teach at the college level. For the graduate
school, doctoral graduates are preferred and doctoral students are, in certain cases, allowed to
teach.
2) Experience
People learn from experience. Experience hones the teachers to become more effective in teaching.
Lessons learned from experience arm the teacher in facing potential problems the teacher may
encounter in the performance of his task.
Experienced teachers are, usually, preferred over those who do not have experience. However, if we
do not give a chance to those who have no experience, how can we have experienced teachers?
Fresh graduates have experience in the form of practice teaching that they are supposed to do in
the course of their academic preparation. This is the experience that they bring to the schools where
they are hired initially as teachers. Referrals from previous employers are obtained by schools when
they hire teachers. This will attest to the experience contained in the applicants' resumes submitted
upon application.
3) Continuing Education Credits
All professionals, including teachers, are mandated to under continuing education to ensure that
they are up to date in their education and in their respective area of expertise. This knowledge they
wish to transfer to students and in developments in continuing education activities will, not only
help them in the professionally. Licensed professionals are required to undergo and obtain
continuing education credits to renew their licenses.
Functions of a Teacher
Teachers are supposed to be able to manage their own activities and schedules; as such, they
perform the functions of managers. The teachers, therefore, perform the following functions:
1) Teaching
Teaching is the primary task of a teacher. He transfers knowledge to his students. In the process,
he ensures he develops not only the cognitive aspect of the child, but also his affective aspect.
Teaching aims to develop a whole person. The teacher aims to produce students who are well-
educated, well-mannered, useful citizens of society, in particular and the country, in general. Such
citizens will improve, not only the society to which he belongs and the country in which he lives, but
the world, as well. If all citizens will be such, we will have a better world to live in.
2) Grading and Evaluation
Teachers are supposed to grade and evaluate student performance. The teacher gives quizzes and
examinations, conducts oral tests and recitation, and has students perform board work. The
teacher, also, assigns homework and other out-of-school activities for the students. He gives them
grades in these activities to help him measure the student performance in the class. In the process,
he is able to assess student growth and development and arrive at a final decision of whether to
pass the student to go to the next level of schoolwork, i.e., the next grade.
Teachers also evaluate the school itself the school system, the school organization/administration,
the school programs, etc. Teachers, also, evaluate the school administrators and school supervisors
and their co-teachers.
3) Planning
Planning means determining courses of action to take to achieve objectives. Determining what to
teach and how to teach them is planning. A teacher prepares lesson plans. A teacher is expected to
enter his class well prepared. He has to plan what topics to discuss, how to do the discussion, what
equipment or materials to use, what questions to ask to evaluate if teaching-learning has taken
place. A teacher also plans curricular, co-curricular, and extra-curricular activities. He has to plan
timetables for all his activities and the activities of the students. Everything the teacher does require
good planning. Well-planned activities produce good results.
4) Organizing
Organizing is the process of identifying and grouping the work to be performed. A teacher organizes
his classes, his schedules, his class activities, his lessons, and even his very own workstation and
classroom. The teacher, also, organizes out-of-the classroom and even out-of-the-school activities.
Organizing leads to system and system makes tasks easier. The teacher even initiates class
organization. Organized schedules and activities facilitate the teaching-learning process. An
organized class and an organized classroom is better than a disorganized one. A teacher's ability to
organize and prioritize classroom materials and schedules makes for successful teacher-student
learning and efficacy.
5) Directing
Teachers instruct, guide and oversee the performance of the students to achieve predetermined
student expectations. The teacher directs activities of his classroom to ensure order to attain day-
to-day objectives. He, also, directs co-curricular and extra- curricular activities. Students, also,
need direction and guidance and the teacher are there to help these young minds that need
guidance and direction. Direction leads the way.
6) Innovating
To innovate means to introduce changes and new ideas in the way something is done. A teacher's
creativity will guide his innovativeness in designing new methods of teaching; curricular, co-
curricular, and extra-curricular activities; and classroom and out-of-classroom, even out-of-school
activities. His innovativeness is necessary inside and outside the classroom and will, also, help a lot
in the faculty and staff activities to benefit the school.
7) Public Relations
Public relations means the professional maintenance of a favorable public image, the practice of
creating and maintaining goodwill of the school's various publics (students, teaching and non-
teaching staff, parents, the community, and the government) The teacher is the individual closest to
families and the community. He is the most appropriate person to represent the school to agencies
belonging to the school's outside circle. He is the school's representative in the community. As such,
he should be able to project a wholesome image for the school and be able to represent the school to
which he belongs.
8) Record Keeping
A teacher keeps a record of his students and their grades in quizzes, examinations, class recitation,
and other assignments/activities. The teacher needs to keep records required by the school and by
the government agencies that overlook school operation and performance.
 IN-SERVICE EDUCATION OF TEACHERS AS AN ADMINISTRATIVE AND SUPERVISORY
FUNCTION
Topics:
1. Attitude of Some Teachers towards In-Service Education
2. Roles of the Teachers, Supervisors, and Administrators in In-Service Education
3. Preparation of Training Design and Matrix of Activities
INTRODUCTION:
 In service education is designed for the manpower development of the school system and the
educational enterprise as a whole. If teachers are to perform their functions effectively and
efficiently, it becomes imperative for them to require training in new skills and modern
technology.
 The highest the level of educational attainment by teachers, the higher the level of educational
standard in the country.
 To meet the growing needs of education in a global economy, it becomes imperative to provide
sound in service education for teachers to update their skills, knowledge, and experience.
DEFINITION:
What is In-Service Education?
 In-service education can simply be defined as the relevant courses and activities in which a
serving teacher may participate to upgrade his professional knowledge, skills, and competence
in the teaching profession. Therefore, it encompasses all forms of education and training given to
a teacher who is already on the job of teaching and learning.
 In-service Education is concerned with the activities and courses in which a serving teacher may
participate for the purpose of upgrading his professional skills, knowledge, and interest,
subsequent to initial training.
 In-service Education is designed to fill the gap of professional inadequacies of a serving teacher.
PRINCIPLES OF IN-SERVICE EDUCATION
To actualize the set objectives of in-service education in any organization, some basic principles
should be taken into consideration, as enumerated by Stoops et al (1981) as follows:
1. In-service programme emerges from recognized needs of the school and community.
2. All school personnel need in-service education
3. Proper supervisor is an effective means of accelerating the in0-service professional growth.
4. Improving the quality of instruction is the immediate and long range observes of in-service
education.
5. In-service education leads to a continuous process of re-examination and revision of the
educational programme. Additionally, it encourages participants to attain self-realization through
competence, accomplishment and security.
6. In-service education has increasingly become the concern of state agencies, colleges, and
universities, school boards, school administrators and teachers.
7. Supervisors should create an atmosphere that will stimulate a desire on the part of teachers for
in-service growth.
8. The in-service programme should provide for keeping abreast with research and advances in
education
9. An in-service programme is most effective when cooperatively initiated and planned.
8 VARIETIES OF IN-SERVICE EDUCATION
According to Asaya (1991), there are 8 varieties of in-service education. These are:
1. INSTITUTES
-a series of lectures designed to give participants as much information as possible in a short time,
usually 2 or 3 days.
2. CONFERENCES
-giving participants an opportunity to question others and discuss ideas presented
3. WORKSHOPS
- usually a moderate size group, where each person has a problem to give that is closely related to
his field
-a skilled consultant work with each group
4. STAFF MEETINGS
-may perform a useful in-service function but generally used to acquaint teachers with
administrative proceeds users and policies
5. COMMITTEE
-five or several members work on a problem that could be impossible for a whole staff to tackle.
6. PROFESSIONAL READING
-with the aid of professional library's study groups
7. INDIVIDUAL CONFERENCES
- dependent of feelings of mutual understanding and support existing between teacher and
supervisor.
8. VISITS AND DEMONSTRATIONS
-opportunity to observe actual teaching techniques
ATTITUDE OF SOME TEACHERS TOWARDS IN-SERVICE EDUCATION
"In training context, we are concerned about employee's attitudes that are related to job performance"
=P. Nick Blanchard & James W. Thackery, 1999
 The effectiveness of in-service training in school is also related to the attitude of teachers in
school.
 Attitudes are reflections of employee's beliefs and opinions that support or inhibit behavior.
 Teachers should have a positive attitude towards in-service training organized by their school
 Teacher's attitude towards teaching philosophy, in-service training and educational reform can
influence their response towards training that is conducted.
 Attitudes are important issues for training because they effect motivation. Motivation is reflected
in a person's selection of goals and the amount of effort expended in achieving those goals.
 According to P. Nick Blanchard (1999), goals and effort are influenced by how the person feels
about things related to the goals. Because of the relatively strong relationship between a
person's attitude and behavior, attitudes that motivate teachers to perform or learn more
effectively need to be addressed by in-service training.
 Since teachers in schools participate in the planning and delivery of in-service training, it's only
natural that they would consider the programs to be worthwhile.
 Teachers must have a positive attitude and consider that continuous in-service training to be
absolutely essential to their professional growth and the improvement of teaching.
 Teachers must describe in-service training as a 'way of life' in their schools- a way of life that
they never want to give up and its effect is also important in changing teacher's attitude and
confidence towards teaching and learning.
ROLES OF THE TEACHERS, SUPERVISORS AND ADMINISTRATORS IN IN-SERVICE
EDUCATION
 Educational supervisors are responsible for overseeing all the administrative duties at
elementary and secondary schools, though they may sometimes word at post-secondary
institutions as well.
 It is the responsibility of the educational supervisor to make sure that their school meets testing,
budgetary, and other standards set by their district or state. They must make sure that every
person working at the school, including custodial teachers and bookkeepers, are ultimately
under the scrutiny of the principal and assistant principal.
 They also have in planning school events and implementing curriculum.
 Educational supervisors must also ensure that their schools follow the educational directives set
by local government, state governments, and the federal government.
 They offer 10 suggestions for ways in which principals can promote organizational development
by focusing on teacher professional development. They include:
1. create consensus on the school and what it’s trying to become.
2. identify, promote, and protect shared values.
3. monitor the critical elements of the school improvement effort
4. ensure systematic collaboration throughout the school
5. encourage experimentation
6. develop a commitment to professional growth
7. provide one-on-one staff development
 8. provide staff development programs that are purposeful and research based
9. promote individual and organizational self-efficacy
10. stay committed to continuous improvement and the goal of becoming a learning
organization.
PLANNING FOR IN-SERVICE EDUCATION
 Successful in-service education planning is the result of careful and detail planning.
 Planning is essential if learning needs are to be met.
 Planning must be seen as an ongoing process because of rapid technological advancement and
proliferation of knowledge demand continuous planning to meet ever changing learning need.
PLANNING PROCESS
Wha
t is
to
be
don
Why is it enecessary

How is it done

Where is it done

When is it done

Who should do the job

STEPS OF PLANNING

Assess
Determi
Establis the Establis Evaluate Reasses
Decide ne the
hing the available h the sing the
objective course
goal resource budget result goal
of action
s
References:
1. Osamwonyi, E., 2016, Journal of Education and Practice, In-Service Education of Teachers:
Overview, Problems and the Way Forward
2. Goodell, G, 1932, Phi Delta Kappa International, In-service training of Teachers