HomeSMCC Higher Education Research Journalvol. 2 no. 1 (2016)

Classroom Supervisory Practices and Their Relationship to Teacher Effectiveness As Perceived By Secondary Teachers

Ma. Clemen A. Lopez



The study determined the relationship between classroom supervisory practices and teacher effectiveness among the secondary teachers. It used the descriptive correlational research design that involved the forty-five (45) teachers of four secondary schools. The independent variable is classroom supervisory practices measured in terms of the types of supervisory visit, post-visit conference, observation report, and observation techniques. The dependent variable is teacher effectiveness measured in terms of personal characteristics, objectives of the lesson, content, teaching procedure, instructional tools and classroom management. A researcher-made instrument was designed to facilitate the collection of data that were statistically interpreted using the mean, t-test, Pearson product moment correlation of coefficient, and analysis of variance. Compliance to research ethics was done through informed consent. The respondents are mostly female, middle-aged who are within the age ranged of 31 to 40 years and with units in master’s degree. On teacher effectiveness, the respondents are rated in terms of personal characteristics and rated “very good” item “showing evidence of intellectual honesty”. In the items of “punctuality” and “cheerfulness and good humored” they rated “very good”.