Dr. Marymerlin L. Espolong

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Supervisory Practices of Public Secondary School Heads in a Division Dr. Marymerlin L. Espolong Prof. Luz N. Ramirez

-----------------------------------------------------------------------------------Abstract- The study was focused on the supervisory practices of school heads among public secondary schools in Subic, division of Zambales. The researcher used the descriptive method of research. A standardized instrument was used to measure level of assessment of teachers on the supervisory practices of the school heads.

Unstructured interviews were conducted to support the data. The data gathered were analyzed with the use of Percentage, Weighted Mean, and t-test. There was a strong agreement on the supervisory practices of the school heads relative to leadership and personnel management; planning and organizing works; problem solving and decision making; staff development; and classroom observation.

However, the variable of the respondents in terms of age has great influence in the assessment on the supervisory practices. There is a significant relationship between the respondents’ variable and the supervisory practices of the school heads. The present study has shown the assessment of the teachers can be applied in the effectiveness and efficiency on the performance of the school heads on their supervisory practices. Topics on management behavior and values maybe included in the staff development program which would provide school administrator valuable insights on things that are worthwhile and desirable to ensure effective delivery of services.

Keywords: Supervisory practices, public secondary schools, school heads, descriptive design

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Introduction The Philippine school setting, school heads and supervision supplement and complement each other. There are the two educational services. Administration focuses on the management of schools while supervision is directly concerned in curricular development in its vitalization and improvement, in the selection and preparation of materials for instructions, in the upgrading of teaching competence through stimulation and guidance and in the periodic evaluation of the results of instructions. In brief supervision gives directions, measures and substance to program of education.

Serrano (1996) quoted the idea of Sergiovanni that the present supervisory practices are based on the theories of supervision that share a task of faith and trust in the teachers ability and willingness to display as much interest in the welfare of the school as that presumed by administrators and supervisors.

In the field of education, supervision is synonymous with helping, assisting, and guiding teachers to improve their instructions that will redound to welfare of the students in terms of their total learning. The real essence of supervision is the harmonious interaction between the supervised and the supervisor. It is a two-way communication affair based on mutual goal, which is the improvement of learning.

It is apparent that supervision must be centered upon the teacher rather than upon the techniques of teaching. Wills (1987) said, “to improve instructions, supervision must provide effective leadership that develops a unified school program and enriches the environment for all the teachers�, the type of emotional atmosphere in which all are accepted and feel that they belong, opportunities to think and work together effectively as a faculty group, personnel procedures that gives teachers confidence in the school system and a program change based on honest evaluation.

Such supervisory activities produce the type of school in which 2

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teacher grows in their capacity to evolve worthwhile learning experiences for students.

School administrators in this regard should release their greatness in supervision for the improvement of instruction and the development of the potentialities of the teachers. They should help their teachers in improving their methods and skills. Good leaders are made and polished with the passing of time, such that the more exposure and experience they have, the more they mature and mellow in their position as leaders.

In our present day, the role of educational managers in the development of change cannot be over emphasized. They have very crucial role to play in the achievement of educational targets, hence, they need to be equipped with adequate knowledge, skills and values in order to function properly and see to it that the curricular is relevant in term of delivery and purposes that must be the central relevant preparation in development, appropriate training and qualifications.

It becomes urgent for school administrators to be trained as competent professionals which means that they be equipped with the appropriate training for the position. The preparation and training of educational managers is necessary for they are instrumental in helping young people fulfill their dreams. They must see before the prospect of the present, seeing others or observing how they tackle the issues help they solve their own problems and predicaments in their own way.

Among the rare qualities of school administrators, the ability to lead productivity is highly prized. In fact, our quest today is for leaders who can effectively coordinate efforts to meet the challenges of fast changing world. Generally the individual who constitute any group work well when placed under a leader who knows how to manage subordinates with reasonable restraint and intelligent encouragement (Fajardo, 1986). Teachers play a vital role in the development of educational organizations. They collaborate with the school leader in the pursuit of productivity, 3

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quality education, excellence and competitiveness, without them, nothing much can be achieved in the system.

As pointed by Martires (1982), teachers become productive when their school heads keep interpersonal relations pleasant, provide encouragement and support, stimulate self-directions and increase interdependence among members.

In the democratic setting, the administrators lead the teacher properly and the latter give full cooperation in the achievement of school objectives. They try to help one another rather than get through competition. The principal in the discharge of their duties and responsibilities need the cooperation of the teachers.

To be successful in affecting the desired changes in the learner, it is necessary to have supervisory leaders who can effect change in teacher in order that student will get the kind of education they deserve. But why are teachers uneasy, nervous and tense when they hear about classroom visitation?

Teachers are unable to start the lesson when observed. They also lost their composure because of emotional tensions. Most teachers also act unnaturally when visited. They cannot feel calm and at loss in the presence of the visiting school officials. What causes their anxieties about supervision?

As a school heads they provides leadership in the formulation and implementation of policies, plans, programs, and projects to carry out the objectives of the education for the secondary schools adopted to the needs of the community. Prepares the schools program, assignment of teachers as well as testing schedules.

Makes available to teachers, students, and other school employees the needed instructional materials and supplies. Prepares the school budget proposals and works for adequate financing of the school: prepares programs of expenditures based on the approved budget. Sees to it that the school is provided with proper health and medical facilities, and supervises the maintenance and up-keep the school plant facilities. Evaluate and rates performance of teachers and recommends promotions of teachers and employees. Organize the guidance program of the school and maintain good public 4

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relations with students, teachers, local officials and the public at large, and conduct in-service education program for teachers and other school employees.

With these observations, the researchers were motivated to undertake a study on the supervisory practices among public secondary schools in Subic, Division of Zambales.

Methodology This study used the descriptive method of research. This method revealed the different attitudes of the respondents or the administrative and supervisory practices of school heads. The descriptive research is deemed the most appropriate method to be used in this study which sought to ascertain the conditions obtaining in the subject division aid regards the issue considered.

Best (1981) stated that this method of research describes current status and identifies relationships that exists among phenomena or trends that appear to be developing. Likewise Good (1984) claimed that the descriptive survey approved to problem solving which seeks to answer questions as to the real fact relating to existing condition.

All the Public Secondary School Teachers in the District of Subic were taken as the population of the study. The researchers decided to consider the total number of teachers to maintain the reliability and validity of the data gathered through the survey questionnaire.

The major instrument used in gathering data was the survey questionnaire. Unstructured interview and casual observations was employed to generate and supplement the data gathered in the questionnaire. The data gathered through the questionnaire were classified, organized, tabulated, analyzed and interpreted with the use of appropriate statistical tools.

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Results and Discussion The respondents strongly agreed that the role of the principal in terms of leadership was to motivate subordinates for the work well done. It the role of the principal to strive to win the trust and confidence of their subordinates. The overall mean on the assessment of the teachers was 4.42 or interpreted as Strongly Agree. The overall mean on the assessment of the teachers was 4.41 or interpreted as Strongly Agree. The overall mean on the assessment of teachers was 4.49 or Strongly Agree. The supervisory practices that pertains to classroom observation was regarded as Strongly Agree, made evident by the mean computed at 4.35. The variable of age is significantly influence on the respondent’s assessment on the supervisory practices of school administrators. The variables civil status, gender, educational attainment are not significantly influence the respondent’s assessment on the supervisory practices of the administrators. The null hypothesis was rejected on the variation of the supervisory practices and the variables such as gender, civil status and educational attainment.

One of the most influencing factors for a relevant and creative School administration and supervision lies in the competence of the school principal. For one, the principal is the key person in the organizational structure of the school. He is viewed more of a leader than a manipulator of things. It is then imperative that an administrator should possess not just the minimum skills and qualification. According to Mc Nally et al (1964) recognized that: “Qualifications for the principalship, therefore cannot be solely met by a formal college education. They should encompass skills on human relations, understanding of social trends and forces, educational visions and capacity for democratic leadership”. The embracing effect, therefore of these skills relate to competence which stands from adequate professional accumulation of facts, beliefs, values and practices through formal and relevant education. Length of teaching 6

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experiences tell you how committed and dedicated a teacher is; from a traditional teacher to a modern teacher and soon be a innovative principal or school administrator. As long as they are in the field of education. In any organizational structure its major function has to be well defined and delineated to all the participating staff. Its policies should be explicitly draws to operationalize in concrete and simple terms the duties and responsibilities of its members. In the schools, the school administrator is a key figure in the smooth functioning of all the aspects of school management. His position should bridge the gap between the individual member’s motives as against the organizational goal. The mission of the school should precede over among minor influences which may adversely affects its performance. In this case, the modest contribution of every teacher counts much towards the realization of its goal. The succeeding statement is in support of the foregoing ideas Thayer and Levit (1966) stated….”The school should bear witness to its major functions…that each one participating performance his own special works with a full realization of its implication and effects upon his associates and the larger aims for which he is a means… and to make this purposes manifest is the major function of school organization…” To maintain a productive school, administrators must know how to be effective in the three areas of management; leadership, staff development and human relations. A dynamic and stimulating leadership of the school administrator is an important factor that affects teacher’s job satisfaction, according to Herzberg.

The school with the school administrator as a leader should promote contentment among teachers who can be effective and instrumental in providing quality education. He should lead his teachers to work together in translating the shared goals into functional and valuable experiences for the school children.

Planning and organizing work are the main function f the principals in the school organization. It’s their duty to plan everything for the improvement of their school. Thus it will merit the whole stakeholders because of the well-organized distribution 7

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of work to their subordinates. Another function of the school administrator is the decision making. The school administrator stands as the mediator to solve conflict among her subordinates and provides workable solution that will lead to a harmonious relationship. If the administrator provides fair and firm decision which pave the way for teacher’s work performance it will result to a good relationship among the teachers and administrator. Staff development deserves to be a priority in the mind of the school principal. This is so because one factor that may influence student’s performance is the competence of the teaching staff.

Brant (1991) defined staff development a “multi-dimensional process that encompasses all aspects of training; from readiness activities, practices and coaching, through follow-up and support activities.” In light of this definition, the assessment of the responses in Table 10 would reflect the views of the respondent in relation to the aforementioned statement. Campbell (1966) commented that “ a wise administrator know that he must capitalize on the creativity of his staff members in building a structure that place a premium upon the cooperative effort required to do his job.”

Conclusions and Recommendations The respondents agreed that the dimensions of decisionmaking, classroom observation, planning and organizing work were integral part of the supervisory practices of the school heads.

The variables of age, civil status, educational attainment and teaching experiences hold significantly influenced the respondent’s assessment on the supervisory practices of school heads. In the operation of the school system, the school head as a professional leader should possess the necessary administrative and supervisory skills and raining to be utmost assistance to the teachers and insure effective instructions. Thus, both the administrator and the teachers should strive for continuing 8

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education. As much as possible the administrator should be knowledgeable in all aspects to run the school. A program of regular classroom visits and/or observations, which are opportunities for the school administrator to witness what is actually happening inside the classroom, be established. Topics on management behavior and values should be included in staff development program which would provide the school administrators valuable insights on things that are worthwhile and desirable to ensure effective delivery of services.

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