The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.

Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges

Coronavirus Disease 2019 forced educational sectors worldwide to implement various distance learning modalities. In the Philippines, printed modular distance learning modality was implemented to continue delivering quality and relevant education amid the pandemic. Thus, this study assessed the quality and implementation of PMDL in public elementary schools. Likewise, this study ranked the challenges encountered by the teachers in the quality and implementation of PMDL. Using descriptive and inferential analyses, the results revealed that both quality and implementation of PMDL were consistently excellent, indicating the adherence of the modality to the national standards set by the Department of Education. However, significantly lower quality of PMDL among small and medium schools and the encountered challenges of teachers on assessments, activities, outputs, parents' incapacity, inconsistent participation, and compliance established the need for instructional supervision.

TEACHERS RESEARCH PRODUCTIVITY, EMOTIONAL INTELLIGENCE AND INSTRUCTIONAL SUPERVISION AS DETERMINANTS OF TEACHERS PERFORMANCE IN AUGUSTINIAN HIGHER EDUCATION INSTITUTIONS

According to the recent findings in education reform in the Philippines, this has been characterized by increased standards and higher expectations for teacher performance. Today, teachers in general are being asked to improve their educational practices including methods, pedagogy, content knowledge, and research capability. The success or failure of the students performance is basically dependent on the kind of instruction students receive from their respective teachers (Punongbayan, 2015). The researcher utilized the descriptive correlational method of research. According to Nieswiadomy (2008), a correlational research design is used to describe the statistical association between two or more variables. The interest is examining the teachers research capability, emotional intelligence, and instructional supervision as determinants of teachers performance in Augustinian Higher Educational Institution.A validated semi- structured questionnaire was used as a primary data gathering tool. Documentary analysis was also used extensively in determining the factors influencing teachers performance of Augustinian HEIs. The respondents of the study were the teachers and Heads of Augustinian Schools in the School Year 2018 -2019. This study focused on identifying the determinants of teachers performance in Augustinian higher education institutions (HEIs). Teachers performance were assessed in terms research productivity, emotional intelligence and instructional supervision. Results of the regression revealed that of the three provisions: research productivity, emotional intelligence and instructional supervision contribute a significant effects in the teachers performance.

TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES

The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

Comprehensive or Implementable? A Review of Y. Bouchamma, M. Giguère and D. April’s, Pedagogical Supervision Standards: A Conceptual Framework

I argue in this book review that the authors have created a readily implementable framework for school principals' in their instructional supervision tasks, by virtue of not attempting to become comprehensive.