Home⇛bukal The Official Research Journal of LCBA Master of Arts in Education Academic Year 2024-2025⇛vol. 1 no. 1 (2024)

School-based Instructural Supervision Process in Focus: Challenges Encountered

Lory Lyn M. Andal

Discipline: Education

 

Abstract:

This study explored the lived experience of master teachers in the City Schools Division of Cabuyao as they encountered challenges in instructional supervision. The research design employed was a phenomenological qualitative research approach. The study explored the experiences of master teachers in the City School Division of Cabuyao. Homogenous purposeful sampling was utilized in this study. The participants of the study were ten (10) master teachers who supervised schools that had low National Achievement Test Results in 2021-2022. Using Interpretative Phenomenological Analysis, the study generated nine themes namely Through Coordination Meetings; By Utilizing Supervisory Plan, Time Management, and Issues with Lesson Exemplars; Supervisory Plan and Observation Tool Checklist, and Focusing on Teacher’s Pedagogy and Classroom Management; Utilizing the Observation Tool Kit; Incorrect Classroom Management Practices and Pedagogical Approach; Encouraging Teachers’ SelfAppraisal and Giving Constructive Feedback; Provides Guidance Through Teacher’s Realization and Acceptance; and Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. The findings revealed challenges experienced by master teachers, like time management, classroom procedures, pedagogical approaches, and handling teachers’ reactions to feedback. The study suggested that school heads/master teachers enhance teacher effectiveness, foster professional growth, and actively address discovered strengths and shortcomings during supervision. Moreover, school heads/master teachers had to develop teaching skills by focusing on self-awareness and addressing behaviors that influence learning positively or negatively. They can support teachers in making consistent improvements for a more effective teaching approach. Correspondingly, they can foster reflection and generate ideas for enhancing teaching and learning conditions without passing judgment on the teacher's objectives, emphasizing improvement rather than evaluation. As an output, a program for master teachers and teachers designed to address the critical needs of effective supervision in educational settings was proposed.



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