Philippine E-Journals

The Instructional Supervision Practices, Styles, and Approaches in the Augustinian School: Bases for a Proposed Supervisory Manual

Cindy G. Barredo

 

Abstract:

This quantitative research aimed to examine the current instructional supervision practices in terms of curriculum development, instructional improvement and faculty development, supervision styles, and approaches of the Augustinian schools under the Province of Santo Nino de Cebu as bases for a proposed supervisory manual. This study used the adapted instruments from the PAASCU self-survey assessment and Galban's work. Duly validated by a jury of experts, tested for reliability, and administered to one hundred seventy-one (171) instructional supervisors and teachers respondents from different Augustinian schools. The statistical tools used were frequency count, percentage, mean, rank, standard deviation, chi-square, and Friedman's test ANOVA. The data were analyzed using Statistical Package for the Social Sciences software (SPSS) and set the significance level at 0.05 alpha. Generally, the instructional supervision practices implemented for curriculum development, instructional improvement, and faculty development were "excellent" and extensively implemented. These were directed towards supporting the school's philosophy, vision, and mission; complying with the K to 12 competencies; employing a system of articulation to correlate content for broader perspectives across grade levels; monitoring the implementation of the instructional program, curricular and curricular activities; holding regular class observation; providing teachers opportunities to deepen their Christian Augustinian values and attributes, promoting better teaching efficiency and effectiveness. There were significant differences in instructional supervision practices implemented when respondents were classified according to academic qualification, administrative experience, the frequency of supervision, and the number of faculty members supervised. The supervision styles and approaches practiced by the instructional supervisors were a mix of two or more styles and approaches, and no significant difference existed in the supervision styles and approaches. Finally, based on the findings, a proposed supervisory manual was formulated for the Augustinian schools.