EDUCATIONAL MANAGEMENT RESEARCH A REVIEW & ANALYSIS
Research Article Extent of Implementation of Instructional Supervision
Problem addressed/ Identified
Research Contribution
Statement of the Problem/ Objectives
of the study
Novelty/ Rationale and Significance of
the study
In Relation To Teachers’ Job Preference
Sheena Mae T Comighud,
March 2017
The study aimed to answer the following questions:
1. What is the profile of the teachers in terms of
the following:
1.1 length of teaching experience;
1.2 highest educational attainment; and
1.3 teaching position held?
2. What is the extent of implementation of
instructional supervision as perceived by the
teachers on the following aspects:
2.1 concept and purpose of instructional
supervision;
2.2 planning and preparation for
instructional supervision;
2.3 organization and implementation of
instructional supervision;
2.4 dialogue and discussion in post-
instructional supervision; and
2.5 satisfaction with and evaluation of
instructional supervision?
3. What is the job performance of the teachers
when they are grouped according to the
following:
3.1 novice teachers; and
3.2 experienced teachers
4. Is there a difference in the extent of
implementation of instructional supervision as
perceived by the teachers when they are
grouped according to their profile?
Is there a relationship between the extent of
implementation of instructional supervision and
teachers’ job performance?
The researcher believes that the result of the study will
benefit the following:
Learners. They will receive a more quality basic
 education as a result of the active interplay of the
teachers as the forefront of successful classroom
instruction and supervision as the backbone of
effective learning conditions.
Teachers. They will gain insights of the perceived
extent of implementation of instructional
supervision of fellow teachers which in turn can
encourage self-reflection in order to achieve better
job performance in the delivery of classroom
lessons.
School Administrators and Public Schools District
Supervisors. They will be guided in the selection of
supervisory approaches on the conduct of classroom
observations and directed in the implementation of
instructional supervision.
Division Education Program Supervisors and
Curriculum Implementation Division Chief
Supervisor. They will consider the perceived extent
of implementation of instructional supervision in the
preparation of supervisory plans and formulation of
instructional programs leading to increased
educational results.
Schools Division Superintendent. The schools
division office will be able to provide assistance to
educators in order to promote teachers’
instructional growth and enhance teachers’ roles in
the delivery of the curriculum serving as basis for
instructional leadership and reform towards the
whole educational action.
Other Researchers. They can utilize this study as
basis and reference for future researches to study
more about the perceived extent of implementation
of instructional supervision in relation to other
variables in the field of teaching instruction,
curriculum implementation and comparative
education
Limitation and Weaknesses This study had lots of limitations. And in order to avoid
misrepresentation and misinterpretation of data and
findings, it is critical to acknowledge the constraints present
within this research. Foremost, the accuracy and reliability
of teachers’ responses were dependent on their ability to
recall the extent of implementation of instructional
supervision while answering the survey and their honesty in
dealing with the survey instrument on the extent of
implementation of instructional supervision and preferences
of instructional supervisory practices. Secondly, the
perceived extent of implementation shared only covered
from June, 2016–March, 2017 during the academic school
 year 2016-2017. Thirdly, different times of distribution also
affected the result, thereby limiting the study. Lastly, the
dry-run might have affected the result of the coefficient
reliability. Hence, considering the above limitations, the
researcher cautioned the readers from interpreting the
findings of the study as final and would only hold true for
the division covered in this research and might not
necessarily be true with particular reference to other school
divisions, districts, clusters and schools
Methodology This section included the research design, research
environment, research respondents, research instrument,
data-gathering procedure and statistical treatment of data.

Research design. The study used the descriptive and

correlational method of research in the sense that the
extent implementation of instructional supervision was
surveyed and the results were related to teachers’ job
performance.
Research respondents. The respondents of the study were
the 70 novice
teachers and 230 experienced teachers of the 30 public
elementary schools of Bayawan
City Division in the SY 2016-2017.

Research instrument. The researcher used a researcher-

made questionnaire which was organized into three parts.
Part one contained the profile of the teachers both the
novice and experienced. Part two sought the data on the
extent of implementation of instructional supervision. Part
three was designed to seek data on the connection between
the perceived extent of implementation of instructional
supervision and performance job evaluation. The
researcher-made questionnaire was constructed after a
careful and thorough reading of books, articles, journals and
electronic sources related to the study. The modifications of
the survey instrument were based on the review of related
literature and the specific context of the study.
To ensure content validity, the researcher presented the
questionnaire to experts to make sure that the intentions of
the study were covered. The dry-run of the questionnaire
was also made to ensure item reliability. All areas have
Cronbach’s alpha reliability coefficients which are greater
than 0.70. For the teaching job performance of the novice
and experienced teachers, the
actual result of the Department of Education’s Results-based
Performance Management System (RPMS)-Individual
Performance Commitment and Review Form
(IPCRF) Key Result Areas (KRA’s) were utilized. The survey
 was administered to the 70 novice teachers and 230
experienced teachers of the 30 public elementary schools.
Statistical Treatment of the Data
The tools used in analysing and interpreting the data were
the following:
Percentage. This was used to show how a part is related to a
whole. This was used in presenting the profile of teachers.
Weighted Mean. This was used to get the extent of
implementation of instructional supervision. The responses
were on a 5-point scale (ordinal scale), hence, weighted
mean was used.
Findings and conclusion
In view of the results of the study, the following
findings are presented.
Profile of the Teachers
The study revealed that out of 300
teachers, 23.33% were novice while 76.67%
were considered experienced. It also disclosed
that 59.34% of the teachers had acquired
certain master’s degrees and pursued doctoral
studies. Moreover, 63.67% of them were
classified as Teacher I while 36.33% held
Teacher II-Master Teacher II positions in the
education department.

Extent of Implementation of Instructional

Supervision:
o Concept and Purpose for Instructional
Supervision
The study revealed a “very high” extent of
implementation as perceived by the Novice
Teachers ( wx=4.35) and Experienced
Teachers(wx=4.55) in the aspect of concept and
purpose of instructional supervision.
Planning and Preparations for Instructional
Supervision
The study unveiled a higher extent of
implementation of instructional supervision as
perceived by the Experienced Teachers (wx=4.38)
compared to the Novice Teachers (wx=4.12) in the
areas of advance notifications and planning lessons
with supervisors as well as informal visitations and
classroom observations.
 Organization and Implementation of
Instructional Supervision
The study indicated that there was a “very high”
extent of implementation of instructional
supervision as perceived by the Novice Teachers
(wx=4.29) and Experienced Teachers (wx=4.58) in
the areas of lesson plan review and actual
classroom observation.
o Dialogue and Discussion in Post-
Instructional Supervision
The study indicated that there was a “very high”
extent of implementation of instructional
supervision as perceived by the Novice Teachers
(wx=4.21) and Experienced Teachers (wx=4.50) in
the areas of immediacy of feedback on the
classroom observation and adequacy of feedback
on the instructional supervision.
o Satisfaction with and Evaluation of
Instructional Supervision
The study displayed a higher extent of
implementation of instructional supervision as
perceived by the Experienced Teachers (wx=4.23)
compared to the Novice Teachers (wx=4.13) in the
areas of satisfaction with and evaluation of
instructional supervision.
 Job Performance of Novice Teachers and
Experienced Teachers
The overall rating of the teachers was at a “very
satisfactory” level with 4.470 for Experienced
Teachers and 4.110 for the Novice Teachers.
However, Experienced Teachers had higher overall
performance rating compared to the Novice
Teachers.
 Diffrence in the Extent of Implementation of
Instructional Supervision as Percieved by the
Teachers and Their Profile
Extent of Implementation of Instructional
Supervision and Teachers Length of Teaching
Experienced.
The study revealed that there was a “very high”
extent of implementation of instructional supervision
on all of the aspects as perceived by the teachers when
they are grouped according to their length of
experience except that Experienced Teachers had
higher perceived extent of implementation compared
to the Novice Teachers in the planning and
preparations in the same manner that a higher result
was shown by the Experienced Teachers than the
Novice Teachers in the satisfaction with and evaluation
of instructional supervision.
5.Relationship between the Extent of Implementation
of Instructional Supervision and Teachers’ Job
Performance Evaluation
The study showed that the extent of implementation of
instructional supervision on the following aspects:
Concept and purpose of instructional supervision
(0.311), planning and preparation for instructional
supervision (0.309), and satisfaction with evaluation of
instructional supervision (0.322) are moderately related
to Teachers’ performance.

Based to the findings of the study, the following

conclusions are hereby drawn:
 Three-fourths of the teachers were considered
Experienced Teachers. Most of them earned
master’s degree units and were classified as
Teacher I in their position held.
 The extent of imp[lamentation of instructional
supervision as perceived by the Experienced
Teachers was “very high” in terms of following
aspects: (a) concept and purpose of
instructional supervision; (b) planning and
preparation for instructional supervision; (c)
organization and implementation of
instructional supervision; (d) dialogue and
discussion in post-instructional supervision; and
(e) satisfaction with and evaluation of
instructional supervision. Likewise the extent of
implementation of instructional supervision as
perceived by the Novice Teachers was also “very
high” based on how they rated their
instructional supervisors in the following
aspects: (a) concept and purpose of
instructional supervision; (b) planning and
preparation for instructional supervision; (c)

Recommendations given in the study
organization and implementation of
instructional supervision; (d) dialogue and
discussion in post-instructional supervision; and
(e) satisfaction with and evaluation of
instructional supervision.
 In general, the extent of implementation of
instructional supervision as perceived by the
novice and experienced teachers is “very high
“and has a moderate relationship to their job’
performance.
On the bases of the findings and conclusions drawn, the
followings are recommended:
1. Teachers are encouraged to finish master’s degrees
and even pursue doctoral studies as professional career
advancement incorporated with number of years of
working experience will afford them greater theoretical
and pedagogical knowledge, higher salary rate and
higher position in the education department.
2. Since experienced teachers have higher perceived
extent of implementation of
instructional supervision in the aspects of planning and
preparations for instructional supervision as well as
satisfaction with and evaluation of instructional
supervision due to their longer years of working
experience, they must make it a that novice teachers
will be assisted by lending them instructional materials,
modules, budget of work and other resources needed
in the pre-observation planning process and post-
instructional supervision conferences.
3. As novice teachers wanted more time to engage in
reflective and collaborative approaches to supervision,
there is a need for both the instructional supervisors
and experienced teachers to address their professional
developmental needs to improve their knowledge,
practices and skills.
4. As majority of the experienced teachers pursue post-
graduate studies and some of the novice teachers have
only master’s degree units or still have bachelor
degrees, novice teachers may be prioritized to attend
seminars, workshops and trainings to increase
 knowledge, skills and expertise on the instructional
process, lesson planning and classroom management
among others.

5. Since majority of the items on satisfaction with and

evaluation of instructional supervision aspect have
higher extent of implementation as perceived by
experienced teachers, instructional leaders should
provide novice teachers specific instruction and
constant monitoring as well as give them initial
direction and undivided attention as what Situational
Leadership Theory suggests.

Suggested solutions or 1.Encourage leadership

recommendations: