Perceived Instructional Supervision Practices, Professional Learning Communities Practices, And School Performance in The Division of Eastern Samar

Felicidad L. Duras(1*),

(1) Public Schools Distric Supervisor, San Julian District
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v9i1.32448

Abstract


Instructional supervision is deemed effective way to support professional growth and competency and has been identified as an integral component of staff development while Professional Learning Communities (PLC) is believed to be a more effective way of continuing professional growth and development among its staff focused on the academic performance of learners. This study was based on determining the instructional supervision practices based on its four (4) dimensions, the professional learning communities practices based on five (5) dimensions and the school performance based on the quality parameter of School-Based Management (SBM) of the twenty-two (22) central schools of the Eastern Samar Division. Results revealed that the instructional supervision practices are perceived by the principals and the teachers to be “highly practiced.” Professional learning communities’ practices are likewise perceived by both respondents to be “very highly practiced.” Test on significant difference indicated that there is no significant difference in both the instructional supervision practices and professional learning communities’ practices as perceived by the elementary school principals and their respective teachers. Generally, none of the schools investigated have satisfied and surpassed the quality standards for school –based management as only more than one-half of the school population investigated fall under “moving towards mastery” level.

Keywords


Instructional supervision; Professional Leaning Communities; Education

Full Text:

PDF

References


Aseltine, J. M., Judith, O., & Rigazio-DiGilio, A. J. (2006). Supervision for learning: A performance based approach to teacher development and school improvement. Alexandria, VA: Association for Supervision and Curriculum Development. https://books.google.com/books?hl=en&lr=&id=4BNpCwAAQBAJ&oi=fnd&pg=PP1&dq=Aseltine,+J.+M.,+Judith,+O.,+%26+Rigazio-DiGilio,+A.+J.+(2006).+Supervision+for+learning:+A+performance+based+approach+to+teacher+development+and+school+improvement.+Alexandria,+VA:+Association+for+Supervision+and+Curriculum+Development.&ots=9F5NZCfLtc&sig=FIkupWrfT3OfW9q9NlvS8EagdsM

Ayeni, Q. O., & Ebong, O. E. (2016). Le Didactisation de la Tradition Orale dans les Ecoles Secondaires au Nigéria. Journal of Francophone Studies (RETFRAC) 14(1), 56 – 70.

Buffum, A., & Hinman, C. (2006). Professional learning communities: Reigniting passion and purpose.Leadership,35 (5),16-19. https://www.psycholosphere.com/Professional%20Learning%20Communities%20by%20Buffman%20&%20Hinman.pdf

Department of Education (2015). Handbook on Instructional Supervision; Standards, Procedures and Tools. https://zbook.org/read/bc8af_instructional-supervision-standards-procedures-and-tools.html

DuFour, R., & DuFour, R. (2003). Creating professional learning communities. In Saskatoon, SK: conference manual.

Esirah, S. B. (2021). Slavery in Postcolonial Africa: The Role of Technology. Journal of Public Administration and Government, 3(1), 58-65.

Glatthorn, A. A. (1997). Differentiated supervision (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED245401

Huffman, J. B., & Hipp, K. K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Scarecrow Education. https://books.google.com/books?hl=en&lr=&id=SxVz6z9ibBEC&oi=fnd&pg=PP2&dq=Huffman,+J.+B.,+%26+Hipp,+K.+K.+(2003).+Reculturing+schools+as+professional+learning+communities.+Lanham,+MD:+Scarecrow+Education.&ots=idJMC3B6q9&sig=XMJ-p645njXQeyRB6qANEnQNSh8

Husby, V. R. (2005). Individualizing professional development: A framework for meeting school and district goals. Thousand Oaks, CA: Corwin Press. https://books.google.com/books?hl=en&lr=&id=qlAnEkDgpY4C&oi=fnd&pg=PR9&dq=Husby,+V.+R.+(2005).+Individualizing+professional+development:+A+framework+for+meeting+school+and+district+goals.+Thousand+Oaks,+CA:+Corwin+Press.&ots=CxJQM2nZij&sig=2ulQd0XnSOv2mim635TCqLffQPY

Marshall, K. (2005). It's time to rethink teacher supervision and evaluation. Phi Delta Kappan , 86 (10),727-735.

https://journals.sagepub.com/doi/pdf/10.1177/003172170508601004

McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities :Professional strategies to improve student achievement. New York:Teachers College Press. https://books.google.com/books?hl=en&lr=&id=Cbun3D3ZsmUC&oi=fnd&pg=PR7&dq=McLaughlin,+M.+W.,+%26+Talbert,+J.+E.+(2006).+Building+school-based+teacher+learning+communities+:Professional+strategies+to+improve+student+achievement.+New+%09York:+Teachers+College+Press.&ots=LDE3We8cpV&sig=nUQEFkNiaxZb03iOdOsSThc8Ohc

Merideth, E. M. (2007). Leadership strategies for teachers (2nd ed.). Thousand Oaks, CA: Corwin Press. https://books.google.com/books?hl=en&lr=&id=6rdyAwAAQBAJ&oi=fnd&pg=PP1&dq=Merideth,+E.+M.+(2007).+Leadership+strategies+for+teachers+(2nd+ed.).+Thousand+Oaks,+CA:+Corwin+Press.&ots=Gyj71wKVcj&sig=LxVvYulFkTIfK-gnYwF4cYhFaKQ

Nolan, J. J., & Hoover, L. A. (2004). Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: John Wiley & Sons. https://scholar.google.com/scholar?cluster=1433778936666077466&hl=en&as_sdt=0,5

Noonan, B. (2002). Interpretation panels and collaborative research. Brock Education 12 (1), 89-100. https://scholar.googleusercontent.com/scholar.bib?q=info:zW9reCfyNJoJ:scholar.google.com/&output=citation&scisdr=CgXxuAofEPfc7WtC1M8:AAGBfm0AAAAAYe5EzM8ebm8hH-UjXM_RoW_GU-wvKmSz&scisig=AAGBfm0AAAAAYe5EzMNNPPpCmbGGlqN_N8fHJhz-arBi&scisf=4&ct=citation&cd=0&hl=en

Ostermann, K. F., & Kottkamp, R. B. (2004). Reflective practice for educators: Professional development to improve student learning (2nd ed.). Thousand Oaks, CA: Corwin Press.https://books.google.com/books?hl=en&lr=&id=2JV1AwAAQBAJ&oi=fnd&pg=PP1&dq=Ostermann,+K.+F.,+%26+Kottkamp,+R.+B.+(2004).+Reflective+practice+for+educators:+%09Professional+development+to+improve+student+learning+(2nd+ed.).+Thousand+%09Oaks,+CA:+Corwin+Press.&ots=sUryfT6uoO&sig=8TgVY-o77j82Ef0Eidx8J1qOKnU

Press.Townsend, D. (1987). Teacher supervision and evaluation policies in selected Albertaschool jurisdictions 1983-1987. Alberta Education. https://eric.ed.gov/?id=ED284360

Renihan, P. (2004). Supervision for the enhancement of classroom performance. Course Manual. Collegeof Education, University of Saskatchewan.

Rettig, P. R. (1999). Differentiated supervision: A new approach. Principal, 78 (3), 36-39.

Rooney, J. (2005). Teacher supervision: If it ain't working. Education Leadership , 63 (3), 88-89.

York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press. https://books.google.com/books?hl=en&lr=&id=MUgoAwAAQBAJ&oi=fnd&pg=PP1&dq=York-Barr,+J.,+Sommers,+W.+A.,+Ghere,+G.+S.,+%26+Montie,+J.+(2001).+Reflective+practice+%09to+improve+schools:+An+action+guide+for+educators.+Thousand+Oaks,+CA:+Corwin+%09Press.&ots=JBueW23DQT&sig=Hm_uS5KdqSx1xw43xajBS3BCESE


Article Metrics

Abstract view : 726 times | PDF view : 193 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
elt.worldwide@unm.ac.id

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.