Exploring the Supervisory Needs of School Heads and Teachers in West

Simunul District: A Need Assessment Study

Mohammad Rajih P. Bih, Fatima M. Amin, and Sawida P. Abbani

Mindanao State University – Tawi-Tawi College of Technology and Oceanography
College of Education, Graduate Education Department, Bongao, Tawi-Tawi
October 21, 2023

Abstract
This study explored the supervisory needs of school heads and teachers in public elementary schools
of West Simunul District, Division of Tawi-Tawi during the School Year 2023-2024. This study
utilized a descriptive research design. The sample size of this study was 9 school heads and 38
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 researcher used a self-check list for the supervisory needs of school heads and teachers.
The researcher started gathering the needed data using the survey questionnaire and at the same time
the researcher conducted an interview to the respondents. Recommendation and suggestions were
utilized for the final refinement of the instrument. In the administration of instrument to the target
respondents, the researcher made a letter and secured permission from the District Supervisor of
West Simunul District, Division of Tawi-Tawi . In seeking permission, the researcher gave the letter to
the principals, and upon its approval, the test was administered to a group of teachers with their
school head. After the distribution of questionnaire to the target respondents, the researcher collected
the data, encoded, and tallied them for statistical analysis and interpretations. It was checked by the
instructor for final validation of the result. Several statistical tools like One-Way ANOVA and
Descriptive Statistics were used to present, analyze, and interpret the data gathered. To determine the
respondents’ supervisory needs on related variables, mean and standard deviation were employed.

Keywords: supervisory needs, school heads, teachers

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

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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 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.

REVIEW OF LITERATURE

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 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.

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 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.

OBJECTIVES OF THE STUDY

This study aimed to assess the supervisory needs of school heads and the teachers in
West Simunul District. Specifically, the research aims to 1) identify the specific supervisory
needs of school heads and teachers, 2) investigate the challenges faced by school heads and
teachers in the supervisory roles, and 3) provide recommendations for the development
programs to address the identified supervisory needs.

METHODOLOGY

This study utilized descriptive-quantitative 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. It used
descriptive survey 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 qualitative data, which further explored and explained through
qualitative data.
The sample size of this study was 9 school heads and 38 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 researcher started gathering the needed data using the survey questionnaire and
at the same time the researcher conducted an 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.

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 The survey tool comprised of revised 10-Points Likert scale from 1 to 10. 1 is
considered as least beneficial while 10 is mostly beneficial. Participants 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 Interpretation

1.00 - 2.00 Least beneficial
3.00 - 4.00 Somewhat beneficial
5.00 - 6.00 Moderately beneficial
7.00 - 8.00 Beneficial
9.00 - 10.00 Most beneficial

Moreover, the statistical tools used in this research were the descriptive-
correlational statistics, frequency and percentage, and weighted means. One-way
ANOVA was used to find out the relationship. Meanwhile, qualitative analysis was
done to classify data into patterns in order to arrange and conclude results
particularly on investigating the supervisory needs of the school heads and teachers.

RESULT AND DISCUSSIONS

Table 1. The Demographic Profile of the Respondents

Frequency Percent Valid Percent Cumulative 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

This table shows that there were 47 respondents of which 9 male and 38 female.
There were 9 school heads and 38 teachers respectively. Out of them, there were 29
obtaining undergraduate degree and 18 graduate degree respectively.

Table 2. The supervisory needs of school heads and teachers

Sum of Squares df Mean Square F Sig.
Human Resources Regression 3.851 2 1.926 .694 .505

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 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 Regression 11.579 2 5.789 1.570 .219
Integration
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

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:

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 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.
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.

REFERENCES:

Brown, A., & Miller, R. (2018). Exploring Teacher Supervision Rractices. Perceptions and
Needs. Journal of Educational Administration, 56(2), 176-191.

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Das, A. (2020). Educational Supervision: A Theoretical Perspective, International Journal of
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http://iaeme.com/Home/issue/IJM?Volume=11&Issue=1

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). SuperVision and

instructional leadership (10th edition). Pearson. Retrieved from
https://books.google.com.ph/books.

Hilotin, Jeannie Rose. (2022). Bases for Effective Administrative and Supervisory
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Johnson, M. et al. (2019). The Supervisory Needs of School Principal: A qualitative

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Johnson, T. & Smith L. (2020). Teacher Perceptions of Supervisory Practices: A needs

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Supervisors: A Mixed Methods Study. Educational Administration Quarterly,
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