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Republic of the Philippines

Department of Education
Region I
DIVISION OF PANGASINAN I
Lingayen

ACTION RESEARCH PROPOSAL

(NOT BERF FUNDED)

Title: INSTRUCTIONAL SUPERVISORY PRACTICES: ITS EFFECTS ON

TEACHERS’ PERFORMANCE IN PRIMICIAS ELEMENTARY SCHOOL

VIC MENDOZA JR.

Research Proponent

Endorsed by:
______________________
District Supervisor

SCHOOLS DIVISION RESEARCH COMMITTEE

Checked by: Edited by:

________________________ WILMA S. CARERA, Ed.D

EPS In-Charge in ________ EPS In- Charge in Action Research

MARICEL F. PALMA EDWIN R. FERRER, Ed.D

SEPS, Planning & Research PSDS, CID Representative
Member

Recommending Approval:

ANGELINE S. CASIPIT, Ed.D CARMINA C. GUTIERREZ Ed. D.

Chief Education Supervisor, SGOD Chief Education Supervisor, CID
Co- Chairman Co- Chairman

Approved:

TEODORA V. NABOR, DA
Assistant Schools Division Superintendent
Chairman
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I. CONTEXT AND RATIONALE

Supervision enables schools to look for for opportunities to increase the

professional development and job performance of teachers for the betterment in

managing the teaching and learning process (Inocencio, 2010). Hence, when

taking on the responsibilities of a instructional leader, the School Head plays an

important role in promoting and developing the learning and professional growth

of teachers. School Heads can be a major source of reliance and support for

teachers when it comes to addressing issues and problems related to the teaching

and learning process and instructional development. As such, it would be fitting to

look into how the role of the School Head as an instructional leader related to

instructional supervision, will help teachers perform their jobs better.

When discussing the concept of supervision in Primicias Elementary

School (PES), the teachers still perceive it as a form of inspection as noted by the

researcher during in-class supervision. The teachers have yet to distinguish

between the concept of inspection and instructional supervision. The first is a form

of controlled assessment and evaluation method to ensure the improvement on

the standards of schools, while the latter focuses more on providing continuous

guidance, support and feedback for teachers to develop professionally and to also

improve on the teaching and learning process in school (Chang, 2008; Tyagi,

2010). This stems from the elementary teachers’ view on supervision as a form of

“inspection” tool where an external party will enter their classroom and play the

role of observing, examining and assessing teachers on their teaching practices.

They see the instructional supervisor’s role as an inspectorate, examiner and

evaluator, rather than a source of guidance and support. This has been the

teachers’ perception towards supervision. It in this context that this study is

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proposed. It seeks to determine the effects of the instructional supervision

practices of the school head on teachers’ performance in Primicias Elementary

School during the school year 2018 -2019.

II. ACTION RESEARCH QUESTIONS

This study aims to assess the effects of the school head’s instructional

supervisory practices on teachers’ performance in Primicias Elementary School

during the school year 2018 – 2019.

Specifically, it aims to answer the following:

1. What is the profile of the teachers in Primicias Elementray School in

terms of:

a. Age

b. Sex

c. Years of teaching experience

d. Educational attainment

2. How do the elementary teachers perceive the effects of the school

head’s instructional supervisory practices in terms of:

a. contributing towards the development of teachers’ teaching

practices

b. enhancing teachers’ professional competencies

c. contributing towards teachers’ motivation in their job

performance
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III. Proposed Innovation, Intervention and Strategy

Instructional Supervisory Plan

The supervision of teaching and learning is one of the most important jobs

of a school head. Green (2015) underscored how instructional supervision

promotes the success of all students by advocating, nurturing, and sustaining a

school culture and an instructional program conducive to student learning and staff

professional growth. It is through a systematic plan of supervision that school

heads can fulfill this mission. To be most effective, this plan should be implemented

not by directing and assigning, but by coaching, influencing, and assisting followers

in fulfilling individual, as well as organizational, goals. Anchored on these principles,

the researcher devises a instructional supervisory plan that shall target four (4)

areas of instructional needs pertinent to (1) diversity of learner; (2) social regard

for learning; (3) learning environment; and (4) curriculum. Likewise, the four areas

of instructional needs shall have its counterpart discussion during the school LAC

sessions.

Remarks/
Instructional Supervisory Focus
Needs Objectives Activities Schedule Teachers outcomes

Diversity of Obtain Conduct a

Learners relevant data two-day LAC
with regards Session July 17-18, All Teachers
to students’ focusing on
learning the 2018
styles, reorientation
multiple on learning
intelligences styles and
and needs. multiple
intelligences
so as to
assess their
learners’
needs and on
concepts and All Teachers
principles of
social
learning.
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Conduct in- July 23-31,

class
supervision 2018
focusing on
the provision
of learning
opportunities
for diverse
learners.
Social Regard Observe and Conduct in- August 3- 31, All Teachers
for Learning obtain class
information supervision 2018
how different with focus on
types of social teachers’
interactions employment
are of varied
exemplified in social
class. interactions in
class
activities.

Learning Provide Conduct LAC

Environment teachers with sessions on
information on the changing September 5- All Teachers
how teachers learning
can innovate environment 6, 2018
the learning and how
environment teachers can
that not only innovate their
stimulates respective
learning but learning
promotes spaces and
fairness as make the
well. learning
environment
engaging and
fair to all
learners.

The second
day LAC
session shall All Teachers
focus on the
other hand on
curriculum
development.
In particular, it
shall focus on
reviewing
curriculum
standards and
curriculum
development
in the light of
21st century
learning and
acquisition of
21st century
skills as
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enshrined in
the K to 12
program.

Conduct in-
class September
supervision
focusing on 10-28, 2018
the learning
environment
in terms of
engagement
and promotion
of fairness.
Curriculum Introduce or Conduct in- October 8-19, All Teachers
review class
curriculum supervision 2018
standards vis- focusing on
a-vis 21st instructional
century approaches
learning used by
and/or teachers
acquisition of reflective of
21st century 21st century
skills. skills and/of
learning.

IV. RESEARCH METHODOLOGY

a. Participants and/or Other Sources of Data and Information

This study will use a questionnaire as the primary source of data..

The primary data will be obtained from the 16 elementary teachers in

Primicias Elementary School during the School Year 2018-2019.

b. Data Gathering Methods

The researcher shall employ the descriptive method of research in

this study. Based on the questionnaire, the researcher shall assess the

influence of the school head’s role as instructional supervisor on the work

performance of the teachers in terms of contributing towards the

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development of teachers’ teaching practices; enhancing teachers’

professional competencies; and, contributing towards teachers’ motivation

in their job performance.

c. Data Analysis Plan

The data will be treated and analysed statistically.

1. Frequency count and percentage shall be used to determine the profile of

the respondents in terms of age, sex, years of teaching experience and educational

attainment.

2. Weighted mean shall be used to determine the influence of the school

head’s instructional supervision on work performance of the teachers. The following

range will be used to interpret the computed mean:

For the Status of Development of Teaching Practices and Professional

Competency, the rating in each indicator shall be interpreted using the range
below:

Choices Rating Scale Interpretation

5 4.21 – 5.00 VH (very high)

4 3.41 – 4.20 H (high)

3 2.62 – 3.40 M (moderate)

2 1.81 – 2.60 L (low)

1 1.0 – 1.80 VL (very low)

For the Extent of Agreement towards Head Teachers’ Motivation on
Teachers’ Job Performance, the rating in each indicator shall be interpreted using
the range below:
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Choices Rating Scale Interpretation

5 4.21 – 5.00 SA (strongly agree)

4 3.41 – 4.20 A (agree)

3 2.62 – 3.40 NS (not sure)

2 1.81 – 2.60 D (disagree)

1 1.0 – 1.80 SD (strongly disagree)

V. Action Research Work Plan and Timelines

Plan Date Activity

Outlining the Work Plan July 2-8, 2018 Writing the proposal and Gathering
Related Literature

Identifying topics for
discussion on diversity of
learners.
Drafting a schedule of in-
class supervision on the
targeted instructional need.
July 18, 2018 Conduct of LAC session on diversity of
learners and creating equitable learning
opportunities for them as well as on
social regards for learning..
July 23-31 Conduct of in-class supervision focusing
on provision of learning opportunities for
diverse learners.

Integration of types of August 3-31, Identifying types of social interactions

social interactions in class 2018 and preparing the activities to be
discussions/activities. simulated in the classes.

Conduct in-class September 5- Employing instructional strategies

supervisions focused on 28, 2018 optimizing the learning space and
innovating the learning making the learning environment
environment. engaging and fair to all learners.

Conduct LAC sessions and October 4-19, Incorporating activities and instructional
in-class supervisions 2018 strategies typical of 21st century skills
focusing on curriculum and learning in instruction and in the daily
development and utilization lesson logs.
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of approaches reflective of
21st century learning and
skills.

Analysis of the Result November 5-16, Gathering, treating and analyzing the
through statistical 2018 results of the post test.
treatment.

Final Writing of the Action November 19- Writing the Final Action Research and
Research and Submission 29, 2018 submission of the output.

Sharing the results of the
study to the teachers.
December 8-9, Engaging the teachers on a discussion
2018 of the relevance of instructional
supervision on the identified
instructional needs during the LAC
session.

VI. Cost Estimates

Activities Materials Estimated Cost

Writing the proposal and gathering 1. Photocopy of the Php 1, 000.00

related literatures for the present study. Related Literature

2. Coupon Bond
1,500.00
3. Transportation
1,500.00

Conduct of LAC Sessions Photocopies of the Test 3, 000.00

Paper

Seeking permission from the Division 1. Photocopy of research Php 1, 000.00

Committee on Research; Distribution of Instrument
Research Instrument
2. Transportation
2, 000.00

Analysis of Results 1. Transportation Php 2, 000.00

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Interpreting Results and Presenting the 1. Coupon Bond Php 500.00

preliminary results of the Action
Research 2. Ring Bind 500.00

Writing the final paper on the influence of

the school head’s instructional
supervision on work performance of the Other Expenses Php 5,000.00
teachers.

Submission of the Final Research Paper Transportation, Tight- Php 3, 000.00

Copy of the research

Dissemination of the Output of the Php 9, 000.00

research conducted and utilization.

TOTAL Php. 30, 000.00

VII. Plans for Dissemination and Utilization

Date Activity Persons Involved

December Submission of the tight-copy of the Division Committee on

2018 research conducted to the Division Research
Committee on Research.

December Coordination with the District Principal, Teachers

2018 Supervisor for the issuance of
memorandum encouraging the
School Heads in the Mapandan
District to adopt the results of the
study.

February 2019 Getting feedbacks from the school School Heads in

heads who adopted the results of Mapandan District
the study.

March 2019 Writing reports on the adoption of Committee on

the instructional supervisory plan Research
and submitting it to the committee
on research.
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VIII. References

Inocencio, O. 2010. Supervision for Learning: A performance-based approach to

teacher development and school improvement. Ateneo De Manila University.
Manila.

Chang, J., 2008. Instructional leadership in a pacific context. Washington, DC:

Educational Resources Information Center.

Green, A. 2007.Transforming School Supervision into a Tool for Quality

Improvement. Journal of International Review of Education (2007) 53:709-714.

Hallinger, P. and J. Murphy, 2006. The social context of effective schools.

American Journal of Education, 94(3): 328-355.
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APPENDIX A

Survey Questionnaire

Directions: The following is the research instrument to be used in the study

“INSTRUCTIONAL SUPERVISORY PRACTICES: ITS EFFECTS ON
TEACHERS’ PERFORMANCE IN PRIMICIAS ELEMENTARY SCHOOL”. Please
provide the information and/or data asked for. Rest assured that all
information/data you provide will be strictly kept confidential.

I. Profile of the Respondent

Please check (√) what is appropriate for you in the spaces provided.

1. Name: ____________________________________________
(optional)
2. Age:

______ 25 – below
______ 26 – 30
______ 31 – 35
______ 36 – 40
______ 41 – 45
______ 46 – 50
______ 51 – 55
______ 56 - above

3. Gender: ____ Male ____ Female

4. Highest Educational Attainment

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_______Baccalaureate
_______Master’s
_______Doctorate

4. Years of Teaching Experience

____ below 5 years

____ 6-10
____ 11-15
____ 16-20
____ 21-25
____ above 30

II. Teachers’ Perceptions on the Role and Influence of the

School Head as Instructional Supervisor in terms of:

(a) contributing towards the development of teachers’ teaching

practices;
(b) enhancing teachers’ professional competencies; and,
(c) contributing towards teachers’ motivation in their job performance
Directions: Please put a check mark (√) on the column that corresponds to your
perception regarding the role and influence of the school head as
instructional supervisor on the identified area. Use the scale
below to guide you in answering the questions.

Choices Arbitrary Value Descriptive Value

5 4.21 – 5.00 VH (very high)

4 3.41 – 4.20 H (high)
3 2.62 – 3.40 M (moderate)
2 1.81 – 2.60 L (low)
1 1.0 – 1.80 VL (very low)

A. Development of Teaching Practices

School Head …. 1 2 3 4 5

1. assists teachers in lesson planning.

2. assists teachers in developing/selecting instructional
materials.
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3.helps teachers to evaluate curricula and suggest

changes to meet the students’ needs.
4. encourages teachers to use appropriate methods of
teaching.
5. assists teachers in evaluating student performance.
6. advises teachers about new developments in
teaching.
7. conducts meetings with teachers to review progress.
8. communicates with administrators about instructional
concerns.
9. communicates with teachers about instructional
concerns.
10. promotes the exchange of ideas and materials
among teachers.

B. Professional Competency
School Head …. 1 2 3 4 5
1. directs all supervisory activities for the teachers’
improvement.
2. helps to facilitate teachers’ access to professional
resources.
3. evaluates the performance of teachers.
4. uses evaluation as a means for development.
5. evaluates teachers only through their classroom
performance.
6. uses more than one source in evaluating teachers.
7. provides feedback and offer suggestions for
instructional improvement.
8. encourages teachers’ professional growth.
9. conducts in-service programs to improve the
performance of teachers.
10. conducts orientation activities for new teachers.

C. Motivation
Choices Arbitrary Value Descriptive Value

5 4.21 – 5.00 SA (strongly agree)

4 3.41 – 4.20 A (agree)
3 2.62 – 3.40 NS (not sure)
2 1.81 – 2.60 D (disagree)
1 1.0 – 1.80 SD (strongly disagree)
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School Head …. 1 2 3 4
1. is an example of good work and behaviour for me to
follow.
2. is considered as a symbol and sign of success and
accomplishment in our teaching profession.
3. inspires and encourages teachers to aim high in our
teaching job and in life.
4. makes me feel proud to be associated with him/her.
5. has a special ability and talent for seeing what is really
important for me to consider in my teaching job and life.
6. encourages me to hope for a bright future in our
teaching profession and in life.
7. inspires loyalty and commitment to the department.
8. encourages me to express my ideas and opinions in
staff meetings.
9. shows a sense of duty and work commitment which
he/she transmits to me.
10. stimulates and encourages teachers to participate
willingly and happily in doing departmental duties.