FREQUENCY OF ADMINISTRATORS¶ SUPERVISION AND ITS INFLUENCE ON TEACHER INSTRUCTIONAL PERFORMANCE

Aida L. Palomar

STATEMENT OF THE PROBLEM
The main objective of this study was to determine the frequency of administrators supervision and the teacher instructional performance in the District of Calinog II as influenced by their attitudes toward their school administrators. Specifically, answers to the following questions were sought:

1. What is the frequency of Administrators supervision in the District of Calinog II? 2. What is the attitude of teachers in the District of Calinog II toward their school administrators? 3. What is the instructional performance of the teachers in the District of Calinog II?

STATEMENT OF THE PROBLEM
4. Is there a significant relationship between frequency of administrators supervision and teachers attitude toward their school administrator? 5. Is there a significant relationship between the teachers attitude toward their school administrator and teachers instructional performance? 6. Is there a significant relationship between frequency of administrators supervision and teachers instructional performance?

There is no significant relationship between frequency of administrators supervision and teachers attitude toward their school administrator. performance. There is no significant relationship between frequency of administrators supervision and teachers instructional performance. the following hypotheses were advanced: 1. 3. 2. There is no significant relationship between the teachers attitude toward their school administrator and teachers instructional performance. .STATEMENT OF THE HYPOTHESIS Based on the questions presented.

THE RESEARCH PARADIGM Independent Variable Frequency of Administrators¶ Supervision Moderating Variable Teachers¶ Attitude towards their School Head Dependent Variable Teacher Instructional Performance Figure 1. The schematic diagram. shows the hypothesized relationship among the variables used in this study. .

.ABSTRACT This descriptive-associative research was conducted to find descriptiveout frequency of administrators supervision and its influence on teachers instructional performance in the District of Calinog II for the school year 2010-2011. The independent variable was 2010the frequency of administrators supervision whereas the dependent variable was teachers instructional performance with the teachers attitude towards their school head as the moderating variable. The study covered fourteen (14) complete elementary schools in the District of Calinog II.

. a researcher made-questionnaire for the frequency of madeadministrators supervision and the teachers attitude toward their school administrators.ABSTRACT The respondents were ninety-six (96) randomly selected ninetyteachers and the respective school administrator of each of the fourteen (14) elementary schools. The data gathering instruments used were in two sets: Set A. The teacher respondents were proportionately taken from each school. which was filled in by the teacher respondents.

The data gathered were subjected to descriptive and inferential statistics.ABSTRACT Set B. Frequency. Standard Deviation and Pearson s r. a researcher-made observation checklist for the researcherteachers instructional performance rated by the school administrator respondents. This study was conducted in January 2011. The statistical tools used were Mean. . Percentage.

It also revealed that the teachers in the District of Calinog II have a Positive attitude toward their school administrators. . teachers in the District of Calinog II have an Outstanding instructional performance. Furthermore.ABSTRACT Results of this study revealed that the frequency of administrators supervision in the District of Calinog II as an entire group was sometimes .

it ascertained that there is a significant relationship between the frequency of administrators supervision and the teachers attitude toward their school administrators. It also revealed a significant relationship between the frequency of administrators supervision and the teachers instructional performance. On the other hand.ABSTRACT This study found no significant relationship between the teachers attitude toward their school administrators and their instructional performance. .

ABSTRACT This means that the teachers attitude toward their school administrators and the teachers instructional performance are influenced by the frequency of administrators supervision. .

CHAPTER 4 Presentation of Results .

75 1.761.512.RESEARCH DESIGN Table 2.00 Mean 2.50 2.25 3.31 Description Seldom Sometimes Often Always sd 1.76-2. Frequency of Administrators Supervision in the District of Calinog II for the School Year 2010-2011 2010- Category Entire Group Legend: Mean 1.00-1.26-4.51-3.09 Description Sometimes .263.001.

.Table 2 shows the frequency of administrators supervision in the District of Calinog II.31. The table reveals that administrators supervision in the District of Calinog II is done sometimes with the mean of 2.

00 Mean 3. Attitude of Teachers in the District of Calinog II toward their School Administrators for the School Year 20102010-2011 Category Entire Group Scale: Mean 1.613.31-3.61-5.00-2.99 Description Positive Description Negative Fairly Positive Positive .30 2.91 sd .312.Table 3.60 3.001.

It reveals that teachers in the District of Calinog II have Positive attitude toward their school administrators with the mean of 3.Table 3 shows the attitude of teachers in the District of Calinog II toward their school administrators.91. .

Table 4.20 5.68 Description Outstanding Description Poor Fairly Satisfactory Satisfactory Very Satisfactory Outstanding .816.81-8.00-3.61-5.418.54 sd .41-10.21-6.613. Teachers Instructional Performance in the District of Calinog II for the School Year 2010-2011 2010- Category Entire Group Scale: Mean 2.60 3.215.00 Mean 8.80 6.002.40 8.

54. . It reveals that teachers in the District of Calinog II have an Outstanding instructional performance with the mean of 8.Table 4 shows the teachers instructional performance in the District of Calinog II.

Table 5. Pearson s Correlation Results for the relationship between Frequency of Administrators Supervision and Teachers Attitude toward their School Administrator Correlated Variables Frequency of Administrators Supervision and Teachers Attitude toward their School Administrator N 96 r .01 level (2-tailed) (2- .355** Sig.000 Decision Reject H0 ** Correlation significant at . .

Table 5 shows the Pearson s Correlation results for the relationship between frequency of administrators supervision and teachers attitude toward their school administrator. The null hypothesis which states that there is no significant relationship between frequency of administrators supervision and teachers attitude toward their school administrator is rejected. It reveals a administrator.355 which is found to be significant at .01 level. significant relationship between frequency of administrators supervision and teachers attitude toward their school administrator. . having the correlation coefficient of .

Table 6. .002 sig. Pearson s Correlation Results for the relationship between Teachers Attitude toward their School Administrator and Teachers Instructional Performance Correlated Variables Teachers Attitude toward their School Administrator and Teachers Instructional Performance N 96 r .98 Decision Accept H0 .

Table 6 shows the Pearson s Correlation results for the relationship between teachers attitude toward their school administrator and teachers instructional performance. The null hypothesis which states that there is no significant relationship between the teachers attitude toward their school administrator and teachers instructional performance is therefore accepted. . It reveals no significant relationship between teachers attitude toward their school administrator and teachers instructional performance.

01 level (2-tailed) (2- .311** Sig. Pearson s Correlation Results for the relationship between Frequency of Administrators Supervision and Teachers Instructional Performance Correlated Variables Frequency of Administrators Supervision and Teachers Instructional Performance N 96 r .Table 7. .002 Decision Reject H0 ** Correlation significant at .

311. .Table 7 shows the Pearson s Correlation results for the relationship between frequency of administrators supervision and teachers instructional performance. The null hypothesis which states that there is no significant relationship between frequency of administrators supervision and teachers instructional performance is rejected. It reveals a significant relationship between frequency of administrators supervision and teachers instructional performance. having the correlation coefficient of .

Implications and Recommendations . Conclusions.CHAPTER 5 Summary.

. 2010The study aimed to find out whether or not the frequency of administrators supervision and teachers instructional performance were significantly correlated.Summary of the Research Design This descriptive-associative study was conducted to descriptivedetermine the relationship of frequency of administrators supervision and teachers instructional performance as influenced by the teachers attitude toward their school administrators in the District of Calinog II for the school year 2010-2011.

05 alpha.Summary of the Research Design The respondents were 14 elementary school administrators and 96 randomly selected teachers in the District of Calinog II. tabulated. The data gathered were tallied. The instruments used were researcherresearcher-made questionnaires patterned from the Supervisory Relationship Questionnaire and Teacher Classroom Observation Rating Checklist. analyzed and subjected to descriptive and inferential statistics with the significance level set at 0. .

Implications for Theory and Practice The results of this study had led to some implications for both theory and practice in relation to the frequency of administrators supervision and its influence on teacher instructional performance in the District of Calinog II for the school year 2010-2011. 2010- .

school administrators must suit the frequency of supervision done on how each individual teacher responds to it. This study found out that frequency of administrators supervision has an influence on teacher instructional performance. in 2005. For Theory The results of this study coincided with various studies indicating supervision can affect performance. to encourage the supervisory alliance important to supervisee learning. . Hence. One of them was a study conducted by Landany et al.. It found out that supervisory alliance is essential to supervision effectiveness and that supervisory support and direction are important to the supervisee learning.A.

teachers who were visited numerous times by their supervisor felt validated and empowered to take risks without fear of consequences for failure. Teachers who were willing to take instructional risks were open to change and flexibility. . For Theory This is supported by Zepeda and Ponticell s study in 1998. which found out that.A. A positive relationship between the supervisor and teacher fostered by trust and frequent visits encouraged teacher autonomy.

B. Moreover. For Practice The results of this study will be very useful to curriculum planners and policy makers in the field of education. This can provide them the idea of how often should school administrators supervision should be conducted for better teacher instructional performance and perhaps make it a standard for the betterment of every school. this can provide information on the significance of bonding between them which can be developed through appropriate frequency of supervision that would enhance the teacherteacheradministrator relationship. .

.31. 2.91. 3.54.Summary of Findings The significant findings of the study were as follows: 1. The frequency of administrators supervision in the District of Calinog II was done sometimes with the mean of 2. The teachers in the District of Calinog II have a positive attitude towards their school administrators with the mean of 3. The teachers in the District of Calinog II have an outstanding instructional performance having the mean of 8.

5. There was no significant relationship between teachers attitude towards their school administrator and teachers instructional performance. There was a significant relationship between the frequency of administrators supervision and teachers attitude towards their school administrators with a correlation coefficient of 0.355 which was found significant at 0. 6. .01 level. There was a significant relationship between frequency of administrators supervision and teachers instructional performance with the correlation coefficient of 0.311.Summary of Findings 4.

Teachers instructional performance was influenced by the school administrators frequency of supervision. 2. 3. Teachers attitude towards their school administrators has no significant influence on teachers instructional performance. .Conclusion Based on the findings presented. Frequency of administrators supervision significantly influenced the teachers attitude toward their school administrators. the following conclusions were drawn: 1.

.Implications Based on the findings of the study. It further implies that the teachers instructional performance is not influenced by or significantly related to the teachers attitude toward their school administrators. conclusions drawn. These are supported by the Pearson s r correlation results correlating the three variables. and considering the limits set. it could therefore be implied that the frequency of administrators supervision is significantly related to the teachers attitude toward their school head and the teachers instructional performance.

frequency of administrators supervision correlated significantly with the teachers instructional performance. . and between instructional supervision and teacher performance. the findings of this study made an opposite relationship between frequency of administrators supervision and teachers instructional performance. In this study. as reflected in Señar s (2003) study. Señar s (2003) study found out that there was a very low correlation between instructional supervision and teacher performance. Conversely.Implications Furthermore.

Recommendations Based on the findings. 2. the researcher recommends that 1. as well as with parents and other stakeholders. perform best. School administrators should be aware and consider the influence of the frequency of supervision to the attitude of teachers toward them and to the teachers instructional performance. 3. . School administrators should make adjustments to the frequency of supervising teachers so as for teachers to respond best to the supervisory process and therefore. school administrators should also make adjustments to the frequency of supervising teachers so as for them to maintain a harmonious relationship between them and their constituents. In a likely manner.

should make adjustments and improvements to cope with it. therefore.Recommendations 4. . 5. an expanded (including more variables and a wider scope) and a more updated version of the study should be conducted. It is recommended for teachers to acknowledge the influence of the frequency of administrators supervision in their attitude toward their school administrators and their instructional performance and. Since this study is set with certain limits.