Abstract
This study aimed to assess the instructional supervisory practices of School Heads in the Third Congressional District of Quezon toward full implementation of face-to-face classes. Specifically, it seeks to answer the instructional supervisory practices of the school heads described in terms of the nature of supervision, types of supervision, phases of supervision, methods of supervision, and funds allocation. In addition, the teacher respondents assessed how the effectiveness of these practices helps ensure the realization of instructional goals during the full implementation of face-to-face classes—then wanted to know if there is a significant difference in the instructional supervisory practices and their effectiveness in ensuring the realization of instructional goals as a basis for a supervisory plan during the full implementation of face-to-face classes when grouped into principal, teacher-in-charge, and head teacher. In addition, it seeks the problems encountered by the school heads in the full implementation of face-to-face classes and how they address the issues and impact of the full implementation of face-to-face classes. Purposive sampling was used to gather data from seventy-two (72) school heads and one hundred forty-four (144) teacher respondents to assess the effectiveness of instructional supervisory practices of the school head.The study was conducted using two types of questionnaires. The first type was a survey questionnaire that supported the data statistically, and the second was an interview guide for the qualitative data. The mean formula was used to determine the frequency of use of the supervisory practices, the effectiveness of the practices, and the problems encountered by the school heads. A weighted mean tool helps interpret the results through the weights because this is the measurement of central tendency representing the average of a given data. Furthermore, to find any significant difference between the frequency of use of the supervisory practices categorized into five and the effectiveness of the supervisory practices, the Analysis of Variance (ANOVA) was used to ascertain the differences in perceptions of the respondents in perceptions of this study. Meanwhile, the individual interview will be conducted as a method of data collection in qualitative research through field notes, and the data collected was undergone a coding process. This study revealed that the hypothesis of the study was rejected simply showed that there is a significant difference in the instructional supervisory practices and their effectiveness in ensuring the realization of instructional goals as a basis for a supervisory plan during the full implementation of face-to-face classes when group into principal; teacher-in-charge and head teacher. Thus, the study recommended that School heads based on the nature of supervision should continue to improve instructions and the teaching-learning process. Also, continue to help achieve appropriate educational aims and objectives. Based on the Types of Supervision, School Head should continue to recognize the teacher’s strengths and needs that provide opportunities for growth in a supportive learning environment. And supports collegial relationships among teachers and instructional leaders. School heads based on Phases of Supervision should continue to provide the simultaneous purpose of enhancing the professional function extended to junior/co-teachers and share the knowledge about instructions and supervision. Based on Methods of Supervision, School Head should continue employing techniques such as observation, demonstration, visitation, workshops, seminars, conferences, teacher’s guides, handbooks of suggestions, professional journals, and in-service education. And also consistently maintains an atmosphere of mutual trust, integrity, loyalty, freedom, goodwill, responsibility, and self-direction. And in Fund Allocation, School Head should continue to analyze the school's needs and then provide the needs by collaborating with school members to promote transparency. In addition, continue to intelligently distribute and allocate funds to provide effective instructional skills and leads and creates and supports program to increase funding to support the school’s improvement. And lastly, a proposed supervisory plan can be used to address the problems and issues in implementing the full face-to-face classes successfully.
