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. Over the years, the evolving educational landscape requires

continual enhancements in educational institutions’ ability to provide
high-quality education to students. To achieve improvement, schools
must evaluate and tend to their specific needs. 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 utilized a descriptive research design. 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
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

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 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 of the result. Several statistical tools like One-Way A

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 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

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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

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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.
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

Educational undergraduate 29 61.7 61.7 61.7

Background graduate 18 38.3 38.3 100.0

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 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
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

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 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.
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.

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 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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Perceptions and Needs. Journal of Educational Administration, 56(2),
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Das, A. (2020). Educational Supervision: A Theoretical Perspective,

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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
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Hilotin, Jeannie Rose. (2022). Bases for Effective Administrative and

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Instructional Supervision: A Qualitative Study. Educational
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