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Abstract
The aim of the study was to determine the influence of attitude toward clinical supervision on the level of implementation of the clinical supervision and teaching performance. This quantitative study employed a descriptive-correlational design to present static depictions and establish relationships between variables, while utilizing reflective thematic analysis to explore challenges in clinical supervision from teachers' perspectives. Stratified random sampling was used to select the 141 teacher-respondents calculated through raosoft online sample size calculator. Data were gathered through survey questionnaire. Results revealed that teachers consistently exhibited a positive attitude toward clinical supervision viewing it as a supportive mechanism for professional growth. In terms of clinical supervision, findings indicated a consistently high level of implementation across there stages; pre observation, actual observation and post-observation. Rating sheets of the teachers reflected outstanding performance by teachers across various indicators. Analysis of teachers’ attitudes toward clinical supervision based on their profiles showed only significant differences in terms of position. Analysis of teachers’ performance showed no significant differences based on school assignment, educational attainment, length of service or teacher positions. Findings revealed that there is a significant positive relationship between teachers’ attitudes toward clinical supervision and teachers’ teaching performance. The simple regression analysis indicated a significant influence of teachers’ attitude on the level of clinical supervision implementation as well as between teachers’ attitude and teachers’ performance. In order to maximize the role that clinical supervision may play in promoting educational excellence, the study emphasizes the importance of positive attitudes and the successful implementation of clinical supervision in nurturing teachers' professional development and helping them overcome challenges. Promote continual improvement in education through training, funding, and collaboration, while advocating for leadership support and targeted training in clinical supervision.
