Exploring the Supervisory Needs of School

Heads and Teachers in West Simunul District:

A Needs Assessment Study
Mohammad Rajih P. Bih
Mindanao State University – Tawi-Tawi College of Technology and
Oceanography
Graduate Education Department, Bongao, Tawi-Tawi
https://orcid.org.0009-0006-8239-7719

Fatima M. Amin
Mindanao State University – Tawi-Tawi College of Technology and
Oceanography
Graduate Education Department, Bongao, Tawi-Tawi
https://orcid.org/0009-0001-2239-4288

Sawida P. Abbani
Mindanao State University – Tawi-Tawi College of Technology and
Oceanography
College of Education, Graduate Education Department, Bongao, Tawi-Tawi
https://orcid.org/0009-0009-8285-9436

Abstract. This study explored the supervisory needs of school

heads and teachers in public schools of West Simunul District,
Division of Tawi-Tawi during the School Year 2023-2024. This
study intends to identify the school needs in the four dimensions:
human resources, school head qualification, school facilities and
instructional resources and technology integration. The
researchers utilized an explanatory sequential research design
which is a sequence of quantitative and qualitative research
designs. The study was conducted in two phases. First, the
researchers conducted a descriptive survey using a survey
questionnaire to the school heads and teachers with a total of
forty-seven (47) respondents participated in the survey – eight (8)
school heads and thirty-nine (39) teachers from the public
elementary teachers of West Simunul District. Second, the
researchers conducted focus group interview in order to verify the
results in the descriptive survey. The supervisory needs revealed
salient areas which of high priority of need. In the overall,

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 majority of these identified needs are under school head
qualifications and technology integration. There is a significance
difference when it comes to their role in school and their
educational background to human resources, school facilities and
technology integration. It was recommended that an action plan
should be crafted to prioritize and address these needs.

Keywords: supervisory needs, school heads, teachers, technology

integration, action plan

1. Introduction
Effective supervision plays a crucial role in providing guidance and
support to school heads and teachers, enabling them to improve teaching
practices and enhance learning outcomes. The significance and implications of
this study lie in its potential to meet educational policymakers, administrators
and other stakeholders about the supervisory needs of school heads and teachers
in the West Simunul District. By identifying the challenges faced by school heads
and teachers and addressing their specific needs, the study aims to enhance their
professional growth and contribute to better instructional practices and student
outcomes.
Supervision as a process integrates all these aspects into efficient and
harmonious whole to provide an optimal teaching and learning environment. It
is becoming a key tool in ensuring the quality of education and developing
educational standards (Das, 2020). Therefore, it is necessary to conduct research
to investigate the needs of administrators and teachers in the field for many
reasons. First, determine that the special attention of administrators and teachers
in the West Simunul District is important for improving teaching results. By
understanding the challenges teachers’ face, such as inadequate resources, lack
of professional development opportunities, or inadequate support, appropriate
supervision strategies can be developed and voluntarily created and used to
meet these needs. This will improve the teaching and overall performance of
principals and teachers. Second, conducting a needs assessment will provide
policy makers and administrators with a better understanding of the specific
areas where school leaders and teachers feel they receive support. By
understanding the unique conditions of West Simunul District, appropriate
interventions can be designed for teachers with special needs. This will lead to a
more targeted and efficient allocation of resources, ensuring that the support
provided is based on the needs and challenges faced by local teachers. Third,
investigating the needs of administrators and teachers not only benefits teachers
but also has a direct impact on student learning. Research has consistently
shown that effective supervision has a positive impact on student learning and
achievement. Student learning can be improved by conducting a needs analysis
followed by quality assessment, which can improve academic achievement and
overall quality of education in West Simunul District. Lastly, this study is very
important in that it creates a work environment for the growth and development

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of teachers. By meeting these requirements, teachers feel supported and
encouraged, and gain job satisfaction and motivation. This will help retain
talented teachers and attract new talent to the region, which will foster
continuous improvement in education. The benefits of education and all good
education. By identifying the challenges teachers face and developing teacher-
specific leadership strategies, this study will contribute to the growth and
development of teachers and ultimately improve the local education system.
This study aimed to assess the supervisory needs of school heads and the
teachers in West Simunul District. Specifically, this research study to answer the
following research questions: 1) What is the profile of school heads and teachers
in terms of age, gender, role in the school, years of experience and the
educational background? 2) From the perspective of both school heads and
teachers, what are the challenges encountered in the school supervision in terms
of the following dimensions? 2.1) Human resources; 2.2) school head
qualifications; 2.3) School facilities and instructional resources; and 2.4)
Technology integration; and 3) from the perspective of both school principals
and teachers, what are the good practices of school supervision in terms of the
aforementioned dimensions?

2. Literature Review
This literature review aims to provide a comprehensive overview of
previous research studies that have explored the supervisory needs of school
heads and teachers. Specifically, it focuses on understanding the current state of
knowledge regarding supervisory needs in the context of West Simunul District.
By examining existing literature, this review aims to identify gaps in knowledge
and inform the design and implementation of a needs assessment study to
address the needs.
Supervision in education is a complex process that involves different
elements such as instructional leadership, professional development, and
support. According to Glickman, Gordon, and Ross-Gordon (2016), successful
supervision includes giving feedback, encouraging collaboration, and fostering
reflective practices among educators. It is crucial for school administrators and
teachers to receive sufficient support and guidance to improve their teaching
methods and address the unique requirements of their students. Research by
Smith and Andrews (2017) emphasizes the significance of providing school
heads with professional development opportunities to enhance their leadership
skills and instructional supervision practices. Similarly, Johnson et al. (2019)
highlight the importance of effective supervisory support in managing
administrative tasks, providing feedback, and fostering a positive school culture.
These studies underscore the need identify and address the specific supervisory
needs of school heads and teachers in West Simunul District.
In the study conducted by Brown and Miller (2018) found that teachers
desired more guidance and support from school heads in implementing
instructional strategies and incorporating technology into their teaching
practices. Additionally, Wang and Odell (2020) highlight the importance of
regular feedback and evaluation from school heads to improve teaching
effectiveness.
Understanding the challenges faced by school heads and teachers in
supervision is essential for addressing their needs effectively. Lee and Choi
(2019) identified time constraints, lack of resources, limited training

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opportunities as common challenges faced by school heads. Similarly, Johnson
and Smith (2020) found that teachers faced challenges related to workload,
communication barriers, and the need for more collaborative planning. These
studies emphasize the importance of considering and addressing these
challenges in the needs assessment study in West Simunul District.
It also highlights the significance of considering contextual factors when
exploring supervisory needs. Jones et al. (2018) emphasize the importance of
district – level professional development programs that focus on enhancing
supervisory skills. William and Johnson (2021) highlight the district – level
policies and resources in supporting effective supervision. It emphasizes the
significance of providing targeted support and interventions to enhance
instructional supervision practices and foster professional growth. It also
emphasizes the need to consider the specific challenges and contextual factors
within West Simunul District when conducting a needs assessment study. By
conducting a comprehensive needs assessment study, we can identify the
specific supervisory needs of school heads and teachers in west Simunul District
and develop evidence – based recommendations to improve supervision
practices and support systems.
Furthermore, According to Ngole, D. and Mkulu D. (2021), educators
should lay emphasis on development and application of technical skills by the
school heads in order to ensure effective motivation to teachers and students to
respond positively to various instructional activities in their schools. In addition,
enhancing the curriculum, teaching strategies and content to help students
develop skills for the future. Administrators should provide guidance to school
heads and teachers to facilitate continuous learning in convenient ways (Hilotin,
2022). This has made education more accessible through democratic leadership.
Seminars and workshops should be emphasized to reinforce heads of schools’
visits to classrooms, to observe lessons and provide feedback to teachers. The
school heads should use differentiated supervision approach in supervising the
teachers in their respective schools to ensure that they could met the individual
needs of each teachers on their uniqueness.

3. Methodology

This study utilized an explanatory sequential research design to explore

the supervisory approaches, supervisory practices and determine the
supervisory needs. The mixed methods design both quantitative and qualitative
data collection and analysis techniques. This research design, where quantitative
data collected and analyzed first, followed by qualitative data collection and
analysis. This approach enabled the researcher to identify patterns and trends
through quantitative data, which further explored and explained through
qualitative data (Creswell, 2014).
The sample size of this study was 8 school heads and 39 teachers with the
total of 47 respondents. A stratified random sampling technique was utilized to
select a representative sample for teachers in order to ensure reliability and
validity of the data under the study.
The researchers seeked permission from the Schools Division
Superintendent of the Division of Tawi – Tawi and also to the school heads to
conduct research study in West Simunul District. The researcher started
gathering the needed data using the survey questionnaire and focus group

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interview to the respondents of this study which were the school heads and
teachers of West Simunul Districts. An orientation and explanation of the
purpose of the study was discussed to the school heads. School heads were
given appropriate time to answer the survey questionnaire. Likewise, the
respondents were given enough time to answer interview questions.
The survey tool comprised of revised 10-Points Likert scale from 1 to 10.
1 is considered as not priority at all and 10 is the highest priority. Respondents
rated each item of the survey, which was then collected from the summary sheet.
The degree of needs was computed using the general weighted average formula
and the numerical computations were interpreted following the scales prepared
by the researcher as shown below.

General Weighted Average Description

1.00 – 1.90 Not Priority at All
2.00 – 2.80 Low Priority
2.90 – 3.70 Somewhat Low Priority
3.80 – 4.60 Moderate Low Priority
4.70 – 5.50 Slightly Low Priority
5.60 – 6.40 Moderate Priority
6.50 – 7.30 Somewhat High Priority
7.40 – 8.20 High Priority
8.30 – 9.10 Very High Priority
9.20 – 10.00 Highest Priority

Moreover, the data collected quantitatively using questionnaires

analyzed using Statistical Package for Social Science (SPSS) version 20 computer
program and descriptive and interferential statistics were used to reveal the
result. The central tendency and the dispersion of the data were checked.
The reliability of the measures was tested using Cronbach’s alpha, where
excellent with a Cronbach’s alpha of .983 & .940 for school head
qualification and technology integration respectively. To analyze the
collected data, descriptive analysis was used to find the supervisory
needs and multiple regression analysis was used to establish the
relationships between dependent and independent variables. Meanwhile,
qualitative analysis was done by thematic analysis software (Nvivo) to
classify data into patterns in order to arrange and conclude results
particularly on investigating the supervisory needs of the school heads
and teachers.

4. Results
This section presents the analysis and interpretation of both quantitative
and qualitative data gathered from the descriptive survey and focus group
interview. The following tables contain the demographic profile and responses

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of teachers and principal on the specific areas of need in the four dimensions.
The quantitative data for each table were analyzed combined with the
qualitative data taken from the transcription of open-ended questions from the
descriptive survey questionnaire and recorded responses in the focus groups
interview.

Table 1A. Demographic profile of the respondents

(Gender, Role & Educational Background)
Valid Cumulative
Frequency Percent Percent Percent

male 9 19.1 19.1 19.1

Gender female 38 80.9 80.9 100.0

total 47 100.0 100.0

school head 8 17.0 17.0 17.0

Role teacher 39 83.0 83.0 100.0

total 47 100.0 100.0

undergraduate 29 61.7 61.7 61.7

Educational
graduate 18 38.3 38.3 100.0
Background
total 47 100.0 100.0

Demographic Data
Table 1A. Indicates that, majority (80.9) of the respondents were female, 6.38
percent where school heads and 74.47 percent are teachers, and only 9 males
constituted 19.1 percent (10.64%, school heads and 8.51% are teachers). There
were 17 percent school heads and 83 percent are teachers respectively. Out of
them, there were 29 (61.7%) obtaining undergraduate degree and 18 (38.3%)
graduate degree respectively. Some of the school heads had no Master’s
degree/units.
“It is not important you had a master’s degree/ units to become effective
in supervising the school. It is based on the experience. Collaboration
and communication among your subordinates and the stakeholder one of
the factor to become effective in supervision.”

Table 1B. Demographic profile of the respondents

(Age , Year)

N Minimum Maximum Mean Std. Deviation

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 age 47 30 62 44.34 9.515

YE 47 3 34 14.83 7.828

Valid N (listwise) 47

Table 1B. Describes the distribution of age and years of the school heads and
teachers who were involved in the study. The results establish that the majority
of the respondents from age 30 to 62 with a mean of 44.34 and standard
deviation of 9.515. Meanwhile, the years of experience as a school heads or
teachers with a mean score of 14.83 and 7.828 standard deviation. Most of the
school heads had a range from 10 – 15 years of experience.

Table 2. Supervisory needs for human resources

No. Items M SD Description
1 The provision of high-quality human resource support in the Somewhat high
7.15 2.686
school. priority
2 Responsive human resource department to the needs of the Somewhat high
7.26 2.016
school priority
3 Adequate support from the human resource department in
my school district to address teacher professional 7.43 1.986 High priority
development
4 Somewhat high
Established policies for recruiting and retaining teachers 6.89 2.530
priority
5 Provide opportunities for the professional development
7.47 2.569 High priority
opportunities
6 Recognize the value of input and feedback from teachers. 7.66 2.380 High priority
7 Mechanism of the human resource department in addressing Somewhat high
7.28 2.243
issues encountered by teachers. priority
8 The recruitment of the teachers based on established policy
7.64 2.240 High priority
standards.
9 Responsive the human resource department to the needs of
7.79 1.966 High Priority
school principals and teachers
10 Satisfaction of the teachers on the support from the human
7.51 2.020 High Priority
resource.
Somewhat high
TOTAL 6.859 1.654
priority

Human resources
According to Table 2, there is a high priority of needs for item 3, 5, 6, 8, 9,
and 10 with the mean value between 7.43 to 7.79. It indicates that teachers and
were need adequate support for the professional growth and development.
Likewise, the school heads need more responsive subordinates and the
recruitment of the teachers must be established based on the policy standards.
The mean value range from 6.89 to 7.28 for item 1, 2, 4, and 7 which is somewhat
high priority because teachers plays a significant role in shaping the future of the
child. The total mean value 6.859 which is somewhat high priority. By fostering
a culture of empowerment and innovations, organization can unleash their
human capital’s true potential, creating a harmonious work environment that
thrives on continuous learning and streamlined administrative processes.
Together, we can transcend limitations and build a stronger, more resilient
workforce.

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 Table 3. Supervisory needs for school head qualification
No. Items M SD Description
1 School head active engagement in ongoing professional
7.47 2.595 High priority
development to enhance their supervisory skills
2 School head to provide regular feedback and support to
7.60 2.716 High priority
teachers to improve teaching
3 School head to promote a collaborative and inclusive Somewhat high
7.32 2.798
decision-making process in the school priority
4 School head to foster positive and supportive work
7.60 2.676 High priority
environment for teachers
5 School head collaboration with stakeholders, like parents and
7.45 2.850 High priority
community members
6 School head to promote culture of continuous improvement
7.62 2.771 High priority
and innovation in the school
7 School head priority on learners’ well-being 7.72 2.676 High priority
8 School head to create a safe and inclusive learning
7.96 2.528 High priority
environment
9 School head implementation of school policies and
7.96 2.502 High priority
regulations
10 School head to ensure learners’ access to needed learning
8.00 2.493 High priority
materials
TOTAL 7.668 2.480 High priority

School head qualification

Table 3 exposes the high priority needs in all items with a mean value
range between 7.45 to 8.00 except for item number 3 with a mean value of 7.32
with somewhat high priority need.
Table 4. Supervisory needs for school facilities & instructional resources
No. Items M SD Description
1 The school classrooms proper ventilation and lighting Somewhat high
7.17 2.981
priority
2 Teachers access to necessary resources and materials for
8.13 1.918 High priority
effective teaching.
3 The presence of school library or mini library in the classroom Somewhat high
6.98 2.754
priority
4 In place school clinic or school infirmary Somewhat high
6.81 2.864
priority
5 The school stock room for school supplies Somewhat high
7.06 2.839
priority
6 The school science laboratory, audio-visual/auditorium Somewhat high
6.91 3.113
and/or gymnasium priority
7 The school security measures, like surveillance camera 7.47 2.850 High priority
8 The school computer room and printing facilities. 7.70 2.629 High priority
9 The school comfort rooms separated for male and female Somewhat high
7.19 3.048
priority
10 The school building design with fire exit Somewhat high
7.36 2.801
priority

TOTAL 7.279 2.088 Somewhat high

priority

Table 5. Supervisory needs for technology integration

No. Items M SD Description
1 Teaching integrating instructional digital devices for high-
7.70 2.458 High priority
quality
2 Use of technology - based learning for active learning in the
7.53 2.339 High priority
classroom
3 Using digital technology for schoolwork for meaningful
7.68 2.128 High priority
learning
4 The availability of e – library and/or digital technologies hub
7.72 2.214 High priority
in schools
5 Incorporation of digital technology to learning assessment 7.00 2.654 Somewhat high

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 priority
6 The use of TPACK (technological, pedagogical, and content
7.68 2.247 High priority
knowledge) approach in teaching – learning process
7 Address learners’ multiple intelligence using varied digital
7.83 2.046 High priority
learning technology
8 The school established plan on technology-related teaching Somewhat high
7.21 2.519
and learning activities priority
9 Installation of learning software in computers available in Somewhat high
7.36 2.608
school priority
10 Utilization of digital technology for learners’ active, Somewhat high
7.11 2.768
constructive and interactive learning in school priority

TOTAL 7.483 1.944 High priority

Sum of Mean
Squares df Square F Sig.
Human Resources Regression 3.851 2 1.926 .694 .505
Residual 122.035 44 2.774
Total 125.886 46
School Head Regression 1.550 2 .775 .121 .886
Qualification Residual 281.452 44 6.397
Total 283.002 46
School Facilities Regression 8.456 2 4.228 .968 .388
Residual 192.143 44 4.367
Total 200.599 46
Technology Integration Regression 11.579 2 5.789 1.570 .219

Residual 162.247 44 3.687

Total 173.826 46

Table 2 shows that there was no significant difference between groups as

demonstrated by One-Way ANOVA (F (2,44) = .694, p = .505 in terms of human
resources, (F (2,44) = .121, p = .886 in terms of school head qualifications, (F
(2,44) = .968, p = .388 in terms of school facilities, and (F (2, 44) = 1.570,
p= .219 in terms of technology integration respectively.

Table 3. The challenges faced by school heads and teachers

N Minimum Maximum Mean Std. Deviation

Human_Resources_Mean 47 2.73 9.27 6.8589 1.65428

School_Head_Qual_Mean 47 1.00 10.00 7.6681 2.48037

School_Facilities_Mean 47 3.10 10.00 7.2787 2.08826

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 Technology_Integration_Mean 47 3.60 10.00 7.4830 1.94392

Overall 47 2.61 9.93 7.3222 2.04171

This table shows that there were 47 respondents facing the challenges. The
mean score with its standard deviation of school heads and teachers were as
follows, 6.8589 with 1.65428 under human resources, 7.6681 with 2.48037 under
school head qualification, 7.2787 with 2.08826 under school facilities, and
7.4830 with 1.94392 under technology integration respectively. The overall mean
of school heads and teachers who faced challenges was 7.3222, and the overall
standard deviation was 2.04171. Therefore, the challenges faced by the school
heads and the teachers were beneficial.

CONCLUSION
The findings of this need assessment study are expected to yield
potential outcomes:
1. It will provide a comprehensive understanding of the current
supervisory practices in West Simunul District. This knowledge will enable
educational policymakers and stakeholders to identify areas of improvement
and develop targeted interventions to address the identified needs.
2. The study will shed the light on the challenges faced by the school
heads and teachers in their supervisory roles. By identifying these challenges,
appropriate support system can be established to alleviate the burden and
enhance the effectiveness of supervision.
3. The research will provide insights into the areas in which the school
heads and teachers require additional professional development. This
information will guide the design and implementation of training programs and
workshops to enhance their supervisory skills and knowledge.
4. The study will explore the impact of the supervisory practices on
teacher motivation, job satisfaction, and student achievement. By understanding
he relationship between supervision and these outcomes, educational
policymakers can implement strategies to create a positive and supportive
supervisory environment that fosters teacher growth and improves student
learning outcomes.

RECOMMENDATIONS
In the light of the findings and conclusions of this study, the following
recommendations are given:
1. Since it was found out that supervisory needs of school heads and
teaches are beneficial in developing themselves in improving school facilities
and technology integration , they may be encouraged to work on how to
improve those functions to the next level to make them most beneficial.
2. This study may recommend school heads to raise their awareness in the
supervisory needs that can help their teachers do in the classroom.

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 3. Teacher’s performance should be prioritized in terms of identifying and
improving their needs, skills, capacity will make a great contribution in the
development of each student and also in the educational system.
4. The result of this study may be considered as a roadmap for the school
heads to assist teachers who needs supervision.

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