BIBLIOGRAPHY

CANGOY, CATHERINE L. October 2006. Classroom Supervision Model in
Public Elementary Schools in Bauko, Mountain Province. Benguet State University, La
Trinidad Benguet.
Adviser: Mary Jane L. Laruan, Ph. D.
ABSTRACT
The study determined the levels of effectiveness of classroom supervision
practices on teacher’s performance as perceived by the administrators and teachers in
Bauko, Mountain Province; the extent and frequency of use of the different types of
classroom supervision; the preferences of administrators and teachers on the types of
classroom supervision and the alternative practices and a model based on the suggestions
by the teachers and administrators to improve classroom supervision in Bauko, Mountain
Province.

The findings showed that practices under note taking, post conference, giving
assistance, ways of giving comments and recommendations and other practices were very
much effective. Some practices were not effective such as announcing negative
comments during meetings, criticizing teachers within the hearing of pupils, fault finding,
snooping and interrupting teachers during lessons. Announced, unannounced and
invitational/call visits were much utilized by the administrators. The types of classroom
supervision often utilized by the administrators were announced and unannounced while
invitational and drop in supervision were seldom utilized on the part of the teachers. The

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administrators most preferred type of supervision was unannounced while the teachers
most preferred type was announced. The least preferred type of supervision was drop in
supervision. The alternative practices were all preferred by both administrators and
teachers to improve the classroom supervision in Bauko, Mountain Province.

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TABLE OF CONTENTS

Page

Bibliography . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Delimitation of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . 6
REVIEW OF LITERATURE
Supervision and Observation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Classroom Supervision Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Types of Classroom Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Frequency of Use of Types of Classroom Supervision . . . . . . . . . . . . 20
Preferences of Administrators and Teachers
on the Types of Classroom Supervision. . . . . . . . . . . . . . . . . . . . . . . . 22

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
METHODOLOGY
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
RESULTS AND DISCUSSION


Levels of Effectiveness of
Classroom Supervision Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


Extent of Use of the Different
Types of Classroom Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47


Frequency of Use of the Different
Types of Classroom Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49


Preferences of Administrators and
Teachers on Types of Classroom Supervision . . . . . . . . . . . . . . . . . . . 50

Preferred Practices of Administrators and
Teachers to Improve Classroom Supervision . . . . . . . . . . . . . . . . . . . .
52


Classroom Supervision Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 63
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
APPENDICES . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 69
A. Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
B. Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

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INTRODUCTION



Background of the Study

The history of school administration and supervision reveals that the role
of the administrators and supervisors changes in accordance with the needs,
available knowledge and conditions of time. The concept of school administration
and supervision has undergone changes in the Philippines as to functions and
philosophy, controlling administration in general and supervision in particular. In
the early days, from 1901 to 1924, administration and supervision were
inspectorial in character, and the methods used were dictatorial and coercive.
They inspected the buildings, grounds and equipments. They even checked the
attendance and enrolment of the pupils. From 1925 to 1941, emphasis was placed
on the improvement of the curriculum and the improvement of instruction through
the training and guidance of the teachers. The instructions of new subjects like
Music, Arts, Adult Education, and Home Economics in the elementary and the
secondary school curriculum led to the development of special supervisors.
Special supervisors expanded rapidly in Manila and in larger divisions. At
present, administration and supervision are conceived as “an expert technical
service primarily concerned with studying, improving, evaluating teaching-
learning situations, and the conditions that affect them.” It becomes synonymous
with democratic leadership which stresses the dignity and worth of the individual,
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promotes the general welfare, and proceeds through the method of intelligence
through cooperative action (Solmerin, 2003).
Punzal (1997) stated that one of the most important factors in the success
of the educational program is supervision, essence and implication of which to the
school system is the analytical evaluation of instruction. The improvement of
classroom instruction is not the responsibility of the classroom teacher alone nor
of those officials vested with supervisory functions, but a cooperative undertaking
between the supervised and the supervisor. Teachers are supposed to be well
prepared in their jobs. In spite of this requirement, still there is a need for
teachers, especially the new and those assigned in the far-flung barrio schools, to
be regularly supervised. Not that they are presumed to be complacent in their
work but supervision is for the purpose of continuously upgrading their
competencies in the discharge of their duties and responsibilities. Supervision is
the Principal’s major function. The Department of Education through the service
manual, made definite provision thus:

“No principal can be successful who fails to supervise
his teachers properly. Administrative duties are important, but the
principal make good or fails according to success or failure as a
supervisor of classroom instruction… The principal is expected to
spend a large portion of each day in the classroom of the teacher. It
is obviously implied here that the principal’s position is a major
one in determining the quality of education provided by a school.
He holds the key that can unlock the door of possibilities for
realizing the aims and ends for which schools are established.”

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When principals are placed in an evaluative role, they often focus on
superficial issues because the teacher denies them access to the real issues and
dilemmas he or she faces daily. This predicament can be very discouraging to the
principal because it demonstrates lack of trust in the relationship and because
there is little hope for having significant conversations with the teacher that will
lead to meaningful instructional improvement. Lack of interpersonal skills by the
principal can also lead to lack of trust and respect by the teacher in the evaluation
process. Due to their lack of comfort and confidence, administrators sometimes
neglect to do anything about evaluation and supervision of teachers at all.
Principals with integrity and courage to be honest with themselves realize that
they are not the source of knowledge. They know that they are not superhuman
and they are tired of pretending that all the answers reside in themselves. Because
of current practices in the field or perhaps because of the pressure of school
boards or the public for accountability, principals are forced to subscribe to and
carry out practices that do not reflect their own values and beliefs. It is time for a
change (Beerens, 2000). These are the reasons why this study was conducted. It
determined whether classroom observation in public elementary schools in
Bauko, Mt. Province helped improve teacher instruction and whether the
administrators developed good relationships with the teachers through
implementing supervision practices.


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Statement of the Problem
The study sought answers to the following questions:
1. What are the levels of effectiveness of the classroom supervision
practices on teacher’s performance as perceived by the administrators and
teachers in Bauko, Mountain Province?
2. What is the extent and frequency of use of the different types of
classroom supervision in Bauko, Mountain Province?
3. What are the preferences of the administrators and teachers on the
different types of classroom supervision in Bauko, Mountain Province?
4. What alternative practices or model are suggested by the administrators
and teachers to improve classroom supervision in Bauko, Mountain Province?

Objectives of the Study
The general objective of the study was to find out the status of classroom
supervision practices of the administrators in Public Elementary Schools in
Bauko, Mountain Province. Specifically the aims were:
1. To determine the levels of effectiveness of classroom supervision
practices on teacher’s performance as perceived by the administrators and
teachers in Bauko, Mountain Province.
2. To determine the extent and frequency of use of the different types of
classroom supervision in Bauko, Mountain Province.
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3. To determine the preferences of administrators and teachers on the
types of classroom supervision in Bauko, Mountain Province.
4. To determine the alternative practices and to come up with a model for
the administrators and teachers to improve classroom supervision in Bauko,
Mountain Province.

Importance of the Study

To the school administrators, this study would give the supervisors,
principals, and head teachers effective ideas regarding favorable practices in
classroom supervision that contribute to the teaching-learning process. Through
this study, they would also learn to understand their teachers better and be more
sympathetic to them.

To the policy makers, results of this study will serve as the basis for
selecting supervisory topics, emphasis of which is on classroom observation for
discussion during staff development programs and for in- service programs. They
would be of help in the formulation of more realistic policies which is conducive
to both teaching and learning.

To the teachers, that they will gain knowledge and insights in classroom
observations and to apply it on supervising student teachers and to prepare them
to become administrators.

To researchers, to gain an understanding of the basic principles and
practices to be followed in observing the teaching- learning situation.
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Scope and Delimitation of the Study

This descriptive research on classroom supervision practices is delimited
to 16 administrators and 126 teachers in Public Elementary Schools in Bauko, Mt.
Province. It is delimited to sixteen (16) administrators because they were only the
full time administrators in the whole District. The study was conducted during the
first semester of school year 2006-2007.

The topics focused on the levels of effectiveness of classroom supervision
practices in the schools, the extent of use of different types of classroom
supervision and the frequency of use of the different types of classroom
supervision.















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REVIEW OF LITERATURE


Supervision and Observation

One important technique for learning about effective teaching is observing
capable teachers at work in their classrooms. Observing is a skill that needs to be
developed in order to yield the best results. As education professors and authors
Michael Morehead and David Cropp (1994) suggest, “Observation which is
conducted by the pre-service teacher without the benefit of a prescribed structure
… may not assist in the development of a future teacher.” One needs to know
what to look for and how to be objective in one’s analysis (Reed, 2001).
Caruso (1999) as cited by Lumibao points out that supervisors assist in
increasing the control, authority, and responsibility they have for their own
teaching and professional development, whereas evaluation “sums up” the
effectiveness of a staff member’s performance against certain predetermined
standards and, in some cases, can lead to pay raises or promotions. Some
supervisors, directors, educational coordinators, lead classroom teachers and
classroom assistants feel uncomfortable about the dual role of supervision/
evaluation and need special help in dealing with what seem to be conflicting roles.
Numerous observations with rich data collection by both the supervisor and the
teacher, followed by a conference where the teacher takes the lead role in
interpreting and analyzing the observation data and both individuals discuss what
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and how to adjust practices, prepare both for the evaluation step. That will be the
time when the supervisors observe, gather, and organize data, only this time it is
the supervisor who interprets the data and makes judgments about performance.
Through out the entire supervision/evaluation cycle, there is individualized goal
setting and planning for training for each teacher. As a result, not only is there a
formative supervisory process leading to a summative assessment, but also the
basis for an individualized staff development plan folded into the package.
Wiles and Lovell (1975) believed that a supervisor must be the type of
person teachers want for a friend. He must be approachable, genuine and sensitive
to the way others feel. He added that the basic goal of supervision is the
improvement of the learning situation for children. If any person does not
contribute to effective learning in the classroom, his existence in that position
cannot be justified. He also believes that supervision consists of all activities
leading to the improvement of instruction activities related to morale, improving
human relations, in service education and curriculum development.
Gregorio (1961) further states that supervision plays an important role in
the school system. It is a form of a democratic leadership which serves as clearing
house of the work in the field. It demands teachers to be creative. According to
him, administration touches on the plan of the school building, selection and
employment of teachers and the purchase of equipment and other materials, the
final objective of which is the most effective learning on the part of the pupils.
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Supervision, on the other hand functions in the implementation of the teaching-
learning situation. It is directly concerned with the teacher, the learning conditions
and the child, while administration and supervision are two distinctive functions;
they are correlative, coordinate and complementary functions with the main
objective of making the best possible teaching and learning conditions for both
teachers and pupils.
Beach (1990) strongly supported the previous views that effective
supervision respects the individuality of people, their temperament, dignity and
job assignment. In addition, they also recognize the group as a whole and the
influence of the group on the individual, their values, norms and loyalties.
According to Briggs (1978) administration and supervision are
interrelated; they cannot be separated in function. Administration is intended to
facilitate instruction, whereas supervision is to do programs for more effective
learning but both are essential for leadership functions.
According to Miranda and Gow (1994) supervision is the function of
assuring that action is taking place correctly in and efficiently. Its objective is
currently in progress of completion. In other words, the purpose of supervision is
to determine whether the individual who is responsible for the action understands
the information and directions that were given to him previously, and whether he
is following them satisfactorily.
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Montgomery (2002) further states that observation in its specialized sense
is not a set of comments or thoughts of a person looking at a lesson. Observation
is the act or practice of noting and recording facts and events as they happen.
Picpican (2002) stated that supervision is the administrator’s services,
primarily aimed at studying and improving cooperatively all factors that enhance
educational growth and development.

Classroom Supervision Practices

Past practices in supervision and evaluation suffer from serious
deficiencies. For many years, the hierarchical “factory” model of check and
inspect has been the dominant model of teacher evaluation. Acheson and Gall
(1987) credit this development historically to early 18th century “inspectors”
whose job was later assumed by a “principal” teacher at each school. They report
that, despite many other models having been advocated over the years, many
principals still view their supervisory role as that of inspector.
Beerens (2000) explained that there are two cartoons that illustrate well
the problems from an administrator’s and a classroom’s perspective. In the first
cartoon, the nonplussed administrator stands and watches as teachers dance on the
stage under the title “Teacher Performance Appraisal.” Certainly, teachers can put
on a good show with a tried-and –true “sure winner” lecture or teaching activity
for the benefit of the administrator doing the observation. How many times a
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week would a teacher’s classroom need to be observed to get a true picture?
Probably, many times that the administrator could fit into the schedule. The
second cartoon shows a startled teacher looking wide-eyed at a Principal who
says, “Your evaluation is based on what you do in the next 30 seconds. Go!”
Obviously, this tactic is not fair to the teacher, but from a principal’s viewpoint,
that is sometimes about how much time one supposes is available, given all the
other responsibilities of the job. To make matters worse for administrators who
have been conscientious, Schmoker (as quoted in Mashall,1996) tells us that
“conventional evaluation, the kind the overwhelming majority of American
teachers undergo, does not have any measurable impact on the quality of student
learning. In most cases, it’s a waste of time.”
According to Wajnryb (1993) cited by Forster in Classroom Observation
Tasks, the following are the guiding principles for classroom observations:(1)
establish trust, (2) be aware of classroom dynamics (3) avoid generalizations, (4)
decide on purpose of the observation (5) provide follow- up to the evaluation.
Sanchez (1990) also enumerated the likes and dislikes of teachers in
supervision, namely: classroom supervision should be announced ahead of time,
critiquing and giving feedback must be given personally after class. Their
dislikes also are to frequent supervisory visit, loopholes are announced during the
district meeting and prolonged presence of the observer in the classroom.
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Bersamina (2000) stated in his study on Administrative Practices in the
secondary schools of Cordillera Administrative Region that the extent of
implementation of administrative practices needs further improvement. A
paradigm shift in the administrative practices should be considered to cater to the
needs in the different areas of development program for teachers must be
considered. A relevant training for teachers must be conducted to improve their
instructional skills or teaching competencies.
Mabelin (1995) stated that an administrator provides day-to-day direction
to his subordinates. He should make his subordinates feel that they want to do the
best out of their job. He determines how well have all the jobs been done as well
as the progress made toward their goal.
Satlow (1994) stated that the visitors in supervising or visiting classrooms
should not only evaluate the teacher but also point out aids that can be used to
enhance teaching, pinpoint trouble areas, and strengthen the confidence of the
teacher. The Principal, as an infrequent visitor, views the teaching situation from
a perspective that is different from the teachers. He further adds that the ultimate
outcome of classroom visitations is the improvement of the learning situations for
the benefit of the students. On the other hand, he may feel that it is better to
observe the teaching of different subjects so that he has a better overall picture of
the teacher’s ability.
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Gregorio (1961) stated that to be effective, classroom visit should be
followed by conference, either individually or by group. The conference should
suit the individual needs and specific situations, and must be carefully planned.
The supervisor should be careful in handling discussion and he should reassure
the teacher of her professional success. The conference should be a give and take
discussion where the teacher is to voice out her opinion. It is in the conference
where the supervisor should establish the teacher’s confidence in his goodwill,
judgment, and competence as a supervisor. Visitation by the supervisor is almost
a certain way to develop feelings of insecurity in the teacher. She will react very
much as the child in her group reacts when he is called upon by her to recite.
Performances which are evaluated by a supervisor always necessarily disturb the
performer. However, the teacher must be taught to bear in mind that the visitation
of the supervisor offers her an opportunity to demonstrate her ability to recite, if
one wishes to call it that, or to show “what she has on the ball.” Few educators
propose that the recitation be abolished because of traumatic effects upon
children, yet some experts in supervision make a special case for teachers and
advocate the curtailment of the classroom visit by supervisors. He also stated the
supervisor must not criticize the teacher before or within the hearing of the pupils
and other teachers otherwise the pupils will lose their respect for their teacher.
From the AMDF material (1993) it was stressed that the instructional
leader supervises the staff, using strategies that focus on the improvement of
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instruction. He does it by documenting instructional performance of teachers,
conducting post conference that include developmental objectives suggested by
the staff members with evidence of continuity in clinical supervision.
Gist (1934) gives the strategies of supervision under the following: teacher
diagnosis, pupil diagnosis, diagnosis of curricular activities, and survey of
methods in instruction, budgeting of time in supervision, classroom visitation,
teachers meeting and conference, demonstration teaching, professional growth,
teacher-pupil relationship and evaluation of supervision.
Torres (1986) postulated that the qualities of interpersonal relationships
laterally and horizontally are perceived to have influence on work. Good relations
with superiors motivate workers to do a good job, whereas negative interpersonal
relationships discourage workers. In effect, the positive nature of workers
interpersonal relations would encourage reciprocal assistance.
Beach (1990) believed that a successful supervisor is one who is able to
blend the forces within the group in such a manner as to channel them toward the
goals of his department and of the total organization. He works with the group
and does not threaten them.
Madali (1984) also alleged that the Principal should provide the necessary
supervisory program if the teachers under his charge are expected to develop to
the highest level of professional attainment that is within the realism of possibility
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to teach. Further, the Principal should not only build an image of supervision but
must practice it as a part of day-to-day activities.
Sta. Maria (1984) found out in her study that: (1) Practices on classroom
visits and observations like school head welcoming teachers and parents, school
head disapproving teaching without lesson plans and discussing with the
teachers his observation were perceived by the teachers as full accordance or
100%. (2) Majority of the teachers believed that school officials perform practices
related to conferences on classroom methods like supervisors encouraging
teachers to use audio-visual materials, holding of group conferences by the
supervisor after his visits and supervisor encouraging teachers thru exchange of
ideas on classroom techniques. (3) The conduct of in service teaching and the
practice on classroom visits were very helpful in the exercise of their profession
and performance of functions.
Viray (1986) claimed that a good Principal seeks his teacher’s opinions,
makes them experiment on projects they like and gives them free hand in the
management of their classes.
Rosenshine (1973) stated that the responsibility of the Principal is to know
all information contained in the classroom observation guidelines and to
demonstrate the skills essential for effective observation and evaluation of
teachers. The principal is assigned the main responsibility for the appraisal of
teachers within the school. It will be the responsibility of the principal to
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coordinate the observation/evaluation process for the teachers in his or her
building. The principal will strive to provide appropriate resources that are
necessary for effective teaching.
Simon and Boyer (1970) stated that the pre-observation conference begins
the process of collaboration. As in any research project, the collaborators will
need to discuss and agree upon the purpose of the investigation. Once that
observational data have been collected, the observer meets with the teacher to
analyze the results and reach a collaborative judgment about what action might be
taken in response to the data. The observer gives a copy of observation notes to
the teacher for consideration prior to the meeting.
Sergiovanni (1975) further stated that regular scheduled conferences
following classroom observations and collecting data from various sources is the
next step in the supervisory cycle. Whether during the formative evaluation
periods of the supervision process or after the regularly scheduled summative
assessment, a planned conference provides the forum for discussion and decision
making, just as the formative and summative conferences, each serving a unique
purpose.
According to National Union of Teachers (2004), observations should not
take place in a negative atmosphere. They should be conducted in a supportive
and professional manner and should be neither intrusive nor threatening. The
union believes that teachers should be given at least five days notice of the
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observation of any lesson; feedback may take a number of forms. In many cases, a
brief discussion after the class has been dismissed will be sufficient. In other
words, where it is agreed that there is a need for a more detailed analysis, a
suitable opportunity should be agreed as soon as possible after observation.
Lastly, reports arising from observations should be kept secure and remain
confidential to the observer and the observed.
Tanner (1987) emphasized that it is the principal not the supervisor who
provides day-to-day supervision and knows the needs of teachers. The Principal
must get inside the classroom, keeping in mind at all times that teachers need all
the support they can get. The attitude itself must be helpful. Teachers must bring
enthusiasm and excitement to their teaching. They are more likely to do so when
the Principal is optimistic and enthusiastic.






Types of Classroom Supervision
It stated in the National Association Of Private Catholic and Independent
Schools Newsletter (2004) that it is always appropriate for the teacher or
administrator to announce to the students at a time prior to the observation that
once the administrator is situated in the classroom, he may otherwise carry on as
though he is not there. It is always a professional courtesy to announce to the
faculty that they will be observed, even when the intent is to pop in to a class
unannounced. Another form of visitation is the interruptive or scheduled drop-in
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where the administrator addresses or otherwise interacts with the class for five or
ten minutes. Again, it is always a professional courtesy to announce to your
faculty that these interruptive drop-ins are going to occur, either in specific time
or within the next week or so.
Gregorio (1961) stated that the scheduled visit is apt to be formal. The
teacher generally knows well in advance of the scheduled visit and purposes
accordingly. The teacher thus prepares materials and instructions to enable the
supervisor to analyze the problems he has in mind. There is no waste of time
when the supervisor arrives in the scheduled visit. Briefly, the disadvantage of the
scheduled type of visitation is that it tends to disrupt the regular schedule of the
school, creating an irregular situation and places the supervisor in the position of a
ruler whose coming must be announced in advance for the sake of a special
preparation.
Cross (1987) wrote that observation maybe announced or unannounced.
Announced observations require that a written copy of the lesson plan be provided
to the observer. Teachers are to receive notification of announced observation at
least one day in advance. All other observations require lesson plans.
Derije (2001) found out in her study that the objectives of supervision in
public elementary schools in San Quintin were very much attained; the types of
supervision were often practiced in the study area. She recommended also based
on her findings that administrators should discover ways by which they can use
Classroom Supervision Model in Public Elementary Schools
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19
the strategies of supervision effectively and administrators should endeavor to
implement fully the functions of supervision relative to the teaching-learning
process.
Maceda (2000) found out in her study that classroom observation was
being undertaken but these were quite often. The findings imply a need to conduct
more classroom observation since this is contributory to the success of teaching-
learning process. The administrators should therefore be encouraged to conduct
more observations using the different types which they think can bring out an
objective evaluation of the teaching-learning process. This is important because in
so doing the strengths and weaknesses of the classroom teachers that can be
looked into are remedial measures for better teaching-learning process. The
announced visit will give a chance to the teacher to be prepared but the
unannounced visit will allow the administrator to look into the real teaching-
learning process going on. With this, it is expected that this can help in the
attainment of the objectives of observation.
Bartley (1953) emphasized that invitational supervision was introduced to
counteract the evils inherent in inspectional supervision. Under the invitational
type of supervision, the person invited by the teacher, supervises her and
evaluates her only upon her requests. Making him responsible for rating her in
any formal way might destroy some of his popularity with her, particularly if
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20
there was any chance of his rating her teacher low. He probably would be invited
only when the teacher has something unusually outstanding to show him.

Frequency of Use of Classroom Observation


Punzal (1997) found out in her study in “The Use Of Criterion-Referenced
Instructional Supervision Strategy in the Division of Quezon City” cited in the
Modern Teacher, (1997) that in the frequency of use of supervisory practices
based on CRISS, the supervisors choose item 18,“evaluated teacher’s
performance” fairly as always accomplished. The principals consider as always
done item 15, “commends good work observed” and the teachers selected item 12
“encourages teachers to grow professionally” as always performed by their
principals. Lowest in rank is item 6, “acts as a resource person” as the least
practiced. So therefore, she recommended that supervisors should always act as
resource persons. Principals should always assist teachers in analyzing the results
of their teaching and principals should orient new teachers of their duties and
responsibilities.
Gregorio (1961) emphasized that classroom visitation, to be effective,
must be made more frequent so that the school head’s presence in the classroom
would be felt as a routine, and an everyday activity of the class. This is one way
of relieving the teachers and the pupils of nervous tension. The pupils’ and the
teacher’s constant contact with the supervisor breeds familiarity, making his
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21
presence in the classroom as a normal situation. It is the long absence of the
supervisor that causes the disturbing tenseness of the class when he finally
appears. Some authorities believe that fear of supervision comes often from the
fact that classroom visits are too infrequent as it does from the fact that it is
improperly handled. A supervisor who wishes to be human in leadership
establishes himself by frequent calls as the proper approach.
Lumibao (1998) found out in her study that classroom observation is often
practiced as a supervisory activity in public elementary schools in Benguet so
therefore she recommended that the school administrators should conduct
classroom observations periodically.
Bartley (1953) stated that teachers can be trained through frequent
classroom visitations by supervisors to welcome these visits rather than fear them.
Most teachers are wiling and anxious to learn and seek opportunities for learning.
If the supervisor’s visits are always sympathetic, understanding, and constructive,
teachers will solicit rather than reject the formal visitation. However, it is
necessary in the case of the teacher who has abnormal fears about a visit from the
supervisor to make the initial visits semi social experiences rather than traumatic
instructional. The experienced supervisor will never hurry teachers into
supervisory situations. He leads them to supervision rather than pushes them into
it.
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22
Aquino (1985) emphasized that the principal should be out of the office
engaged in direct observation, diagnosis, and interaction concerning every phase
of the school program. His program of classroom visitation, whereby all faculty
members are visited periodically, includes consideration of several facets, such as
preparation for the program, pre-visit conference, observation visits, and post-visit
conferences.

Preferences of Teachers on Practices
and Types of Classroom Supervision


Sanchez (1990) also enumerated the likes and dislikes of teachers in
supervision, namely: classroom supervision should be announced ahead of time,
critiquing and giving feedback must be given personally after class. Their
dislikes also are too frequent supervisory visit, loopholes are announced during
the district meeting, and prolonged presence of the observer in the classroom.
Adjawi (1986) has a similar stand on teacher interest to be involved in the
planning of school activities that provided them opportunities for decision making
and leadership.
Caoile’s study as cited by Nuntaburon (1993) found out that teachers
expect their Principal to be their defender, public relations officer and gives
inspiration. On the other hand, Nuntaburon considers the Principal as leader in the
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23
school and is expected to coordinate all professional activities to promote the
growth of his teachers.
Navarro (1989) regarded the Filipino teacher as one who possesses great
potential; and it is the supervisor to whom the teacher turns to for guidance and
inspiration. She further believes that the school system needs supervisors who are
cognizant of the significance of the person-to-person relationship between the
supervisor and the teacher. City school teachers according to the same author
want more opportunities.
According to Alvarez (1989), teachers love to work in an atmosphere of
trust and friendly understanding. When they are trusted, they feel they are under
obligation to do more, they feel they are co-responsible for the failure or success
of every school undertaking.

Conceptual Framework

If evaluation is based upon a mutually accepted plan, follows morale-
building administrative procedures, and is supervisory centered, it should
stimulate teachers to promote a better teaching-learning situation and lead to self-
criticism and self-improvement (Satlow, 1995).

Being a successful school administrator takes a special temperament,
talent, and a little effort. They should bear in mind that the fundamental aim of
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24
supervision is to improve the teaching- learning situation. This supervisory aim
can be best accomplished through the use of the supervision practices (Naval and
Aquino, 1967).
This study is anchored on the theories formulated by the authors on
supervision. Supervision refers to all efforts of designated school officials
directed toward providing leadership for teachers and other educational workers
in the improvement of instruction.
Figure 1 shows the relationship of the variables of this study. It is assumed
that there are supervision practices that affect the performance of teachers. The
independent variables are the classroom supervision practices and the types of
classroom supervision.
The dependent variables are the levels of effectiveness of classroom
supervision practices described as very much effective, very effective, effective,
and not effective. The extent of use of the types of classroom supervision
described as very much used, much used, moderately used and fairly used. The
frequency of use of the different types of classroom supervision are described as
always, often, seldom and never. The preferences of administrators and teachers
on types of classroom supervision as described are most preferred, preferred, and
least preferred. From the preferences of administrators and teachers on the
different types of classroom supervision and suggested alternative practices on
classroom supervision, a Model of Classroom Supervision is formulated.
Classroom Supervision Model in Public Elementary Schools
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Independent
Dependent

Expected
Variables

Variables
Outcome










Classroom
Levels of Effectiveness

Supervision
4 - Very Much

Practices
Effective




3 - Very Effective



2 - Effective



1 - Not effective





Types of
Extent of Use of Types of

Classroom
Classroom Supervision

Supervision

4 - Very Much


3 - Much



2 - Moderate
Model of

1 - Fair
Classroom


Supervision
Frequency of Use of Types of
Classroom Supervision


4 - Always

3 - Often


2 - Seldom

1 – Never


Preferences on the types of
classroom supervision


3 - Most Preferred

2 - Preferred


1 - Least Preferred


Figure 1. Paradigm of the Study

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26
Definition of Terms
Announced Classroom observation. This refers to the kind of observation
conducted by the school administrators that are scheduled in advance and are
made known to the classroom teachers before hand
Call visits. It is a kind of observation wherein the teacher invites the
school administrator to observe his class.
Classroom. It is where the action takes place, where all the participants
involved in teaching and learning interact. It is where the lesson is usually taught
and where observing teachers is done.
Classroom Supervision. Refers to the practice of evaluating teachers in the
classroom as they perform the teaching act through observation.
Classroom Supervision Model. These are the alternative practices
suggested by the administrators and teachers to improve classroom supervision.
Classroom Supervision Practices. It is any behavior, action, or
communication of the administrator or any aspect of observation that affects the
teachers as note taking, pre and post conferences, giving assistance, and ways of
giving comments and recommendations.
Classroom visitation/Observation. It refers to the activities engaged by the
Principal or school Administrator to improve classroom instruction as done by the
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27
classroom teacher. It also refers to the practice of observing teachers at work
teaching his/her class.
Complete Elementary School. Refers to the school that offers primary and
intermediate levels with complete classroom teachers under the supervision and
administration of a principal or head teacher.
Drop-in Supervision. It is a form of visitation where the administrator
addresses or otherwise interacts with the class for five to ten minutes.
Extent of use. It refers to the extent of how different types of classroom
supervision are used by the school administrators. It is Very Much Used when the
weighted mean ranges from 3.26-4.0 and when the observer stays for one hour
and more, Much Used when the weighted mean ranges from 2.51- 3.25 and when
the observer stays for forty to fifty nine minutes, Moderately Used when the
weighted mean ranges from 1.76-2.50 and when the observer stays for thirty to
thirty nine minutes, and Fairly Used if the mean is 1.0- 1.75 and when the
observer stays for twenty nine minutes.
Frequency of use. This refers to how often are the types of classroom
supervision used by the school administrators. It is always when the weighted
mean ranges from 3.26-4.0 and when the supervisor observes monthly, often
when the weighted mean ranges from 2.51-3.25 and when the supervisor observes
quarterly, seldom if the weighted mean ranges from 1.76-2.50 and when the
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supervisor observes once or twice a year, and never when the weighted mean is
1.0- 1.75 and when the supervisor never observes for the whole school year.
Indirect observation. It is the kind of observation conducted by the school
administrator where in he/she does not formally enter the classroom but tries to
make observations as he/she passes by the classroom.
Level of effectiveness. This refers to how effective are the supervision
practices on teacher’s performance. It may be labeled as Very Much Effective,
when the weighted mean ranges from 3.26-4.0, Much Effective when the
weighted mean ranges from 2.51-3.25, Effective when the weighted mean ranges
from 1.76-2.50, and Not Effective when the weighted mean is 1.0- 1.75.
Public Elementary Schools. These are the schools under the management
of the government in Bauko, Mountain Province.
Preferences. These are the likes and dislikes of administrators and teachers
on the types of classroom supervision. It is most preferred when weighted mean is
2.33– 3.00, preferred when weighted mean is 1.67 – 2.32, and least preferred
when weighted mean is 1.0 – 1. 66.
School administrators .It refers to the public elementary school principals
and head teachers in Bauko, Mountain Province.
Supervision. It refers to those activities that are primarily and directly
concerned with the study and improvement of the conditions which surround the
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29
study of growth and learning of pupils and of teachers specifically classroom
observation.
Teachers. This refers to all teachers teaching in elementary grade schools
in Bauko, Mountain Province who manage the teaching learning process in a
classroom.
Unannounced/unscheduled observation. This refers to the kind of
observation made by a school administrator wherein he observes classes without
any anticipation or announcement to the teacher concerned.
Hypotheses of the Study
1.
There are significant differences between the perceptions of the
administrators and teachers in the levels of effectiveness of the classroom
supervision practices on teacher’s performance in Bauko, Mountain Province.
2.
There are significant differences between the preferences of the
administrators and teachers on the types of classroom supervision in Bauko,
Mountain Province.










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METHODOLOGY


Locale of the Study


This study was conducted in public elementary schools in Bauko, Mt
Province during the first semester SY 2006-2007. The municipality of Bauko as
shown in Figure 2 and 3, is one of the municipalities of Mt. Province located in a
hilly and mountainous area and it is the first municipality that one reaches when
he enters Mt. Province via Halsema road. It is the municipality that has the
biggest population. It is comprised of 22 barangays and two districts namely:
Bauko District I headed by a District Supervisor having five Secondary Schools,
thirteen complete Elementary Schools and five incomplete Elementary Schools.
Another is Bauko II District headed by a Principal In - Charge, having five
Secondary Schools, thirteen Complete Elementary Schools and five incomplete
Elementary Schools. Due to lack of administrators, some schools are headed by a
Teacher in charge. They are handling classes at the same time, acting as
administrators of the school. Some schools are located in far flung areas where
teachers need to hike going to school and even the visitors need to sacrifice by
hiking due to inadequate vehicles.

Respondents of the Study


The respondents were administrators and teachers of Public Elementary
Schools in Bauko, Mt. Province. There were 14 Complete Elementary Schools
Classroom Supervision Model in Public Elementary Schools
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Figure2. Map of Mountain Province
Classroom Supervision Model in Public Elementary Schools
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Figure3. Map of Bauko, Mountain Province
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33
chosen as the respondents because these schools have their administrators while
the other schools have the Teacher-In Charge who do the school reports at the
same time teaching but do not perform classroom supervision. Administrators of
the fourteen schools are assigned as cluster heads who do the classroom
supervision in their respective area but they are obliged to report in their schools.
The respondents are composed of one (1) District Supervisor, one (1) Principal in
Charge, four (4) School Principals, ten (10) Head Teachers and one hundred
twenty six (126) teachers. The total of respondents is 142.
Table 1. Distribution of Respondents

SCHOOLS

ADMINISTRATORS TEACHERS
Total

1. Bacdangan Elementary

1


6

7
2. Bagnen Elementary

1


7

8
3.
Banao
Elementary
1 11


12
4. Bauko Central School

2


13

15
5. Bila Elementary School
1


9

10
6.
Guinzadan
Elementary
1 17


18
7. Leseb Elementary

1


6

7
8. Mabaay Elementary

1


6

7
9. Mayag Elementary

1


6

7
10. Monamon Elementary

1


7

8
11. Otucan
Elementary 1 11


12
12. Pactil Elementary

1


6

7
13. Sadsadan
Elementary
2 13


13
14. Tapapan Elementary

1


8

8

Total
16
126
142

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Instrumentation

This study used a questionnaire to gather data for analysis and
interpretation. The questionnaire is composed of four parts. The first part gathered
the levels of effectiveness of classroom supervision practices. The second part
determined the extent and frequency of use of the different types of classroom
supervision. The third part determined the preferences of administrators and
teachers on the types of classroom supervision. The fourth part found out the
alternative practices suggested by the administrators and teachers to improve
classroom supervision. The questionnaire was pre-tested to the Graduate School
students enrolled in Administration and Supervision subject under Dr. Mary Jane
Laruan at Benguet State University during the first semester SY 2006-2007.

Data Gathering Procedure

The researcher gave a letter of request to the schools division
superintendent of Mountain Province and the District Principal-in-charge to
administer the questionnaires and personally retrieved the copies. The researcher
oriented the respondents on the items to be answered in the questionnaire.

Statistical Treatment of Data
The data were organized, tallied, tabulated and presented in tables to
facilitate the analysis and interpretations of the data. In order to quantify the
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35
responses, analysis of variance by ranks and the descriptive statistics such as
frequency counts and mean were used.

Formula: M = ∑fx
where:
∑fx = sum of the frequency of answers multiplied by the weight
assigned to the variable.


M= weighted mean
Friedman’s two way analysis of variance by ranks

X2r =
12

∑ (R1) 2 ─ 3 N (K+ 1)


NK (K+ 1)
where:

X2r = Friedman’s two way ANOVA by ranks

N = number of rows

K = number of columns

Likewise, the following scales were used in the interpretation of data:
Scale for the Level of Effectiveness of Classroom Supervision Practices
Numerical Value
Limits


Descriptive Equivalent

4
3.26-4.00
Very
Much
Effective
3
2.51-3.25
Much
Effective
2
1.76-2.50
Effective
1
1.00-1.75
Not
Effective

Scale for the Extent of Use of the Types of Classroom Supervision
Numerical Value
Limits

Descriptive Equivalent

4
3.26- 4.00

Very Much Used (1hr& more)
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36

3
2.51-3.25

Much Used (40min-59min)

2
1.76-2.50

Moderately Used (30min-49min)

1
1.00-1.75

Fairly Used (29 min and below)

Scale for the Frequency of Use of the Different Types of Classroom Supervision
Numerical Value
Limits

Descriptive Equivalent
4
3.26-4.00
Always
(monthly)
3
2.51-3.25
Often
(quarterly)

2

1.76-2.50

Seldom (once or twice a year)
1
1.00-1.75
Never
(no
observation)

Scale on the Preferences of Administrators and Teachers on the Types of
Classroom Supervision.

Numerical
Value
Limits
Descriptive
Equivalent

3
2.33
–
3.00
Most
Preferred
2
1.67
–
2.32
Preferred
1
1.00
-
1.66
Least
Preferred


Classroom Supervision Model in Public Elementary Schools
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RESULTS AND DISCUSSION


This section deals with the analysis and interpretation of the data on the
levels of effectiveness of classroom supervision practices on teacher’s
performance; the extent of use of the different types of classroom supervision
used by the administrators; the frequency of use of the different types of
classroom supervision; the preferences of the administrators and teachers on types
of classroom supervision and the preferred practices of administrators and
teachers to improve classroom supervision.

Levels of Effectiveness of Classroom Supervision
Practices on Teacher’s Performance

Table 2 presents the levels of effectiveness of classroom supervision
practices in teacher’s performance as to note- taking, post conference,
supervision/giving assistance, ways of giving comments and recommendations
and others.
Note-
taking. The items under note- taking are found to be not significant
as shown by the computed X2 value of 2.0 which is lower than the tabular value of
X2 which is 3.84 at .05 level of significance. Therefore the hypothesis that there is
a significant difference between the perceptions of administrators and teachers in
the level of effectiveness as to note- taking is rejected. This means that checking
of lesson plan and taking down notes during observation by the supervisor are
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Table 2. Levels of Effectiveness of Classroom Supervision Practices on
Teachers’ Performance
Administrators
Teachers

Mean
D.E.
Rank
Mean
D.E
Rank
A. Note Taking
1. Checking of lesson plan

3.67 VME 1.5
3.28 VME 2
2. Taking down notes during
observation


3.67 VME 1.5
3.31 VME 1
Average Weighted Mean

3.67 VME
3.30 VME
X2c = 2.0 (not significant)


X2(.05) = 3.84


B. Post Conference
1. Giving of written comments during
the post conference

3.67 VME 2.5
3.31 VME 2.5
2. Saying a word of commendation 3.87 VME 1
3.31 VME 2.5
3. Observing the class & follows up
with a conference with the teacher 3.67 VME 2.5
3.40 VME 1
Average Weighted Mean

3.74 VME
3.34 VME
X2c = 3 (not significant)


X 2 (.05) = 3.84


C. Supervision/Giving assistance
1. Providing direct assistance in the
selection and use of instructional
materials


3.73 VME 4
3.25 VE
5
2. Guiding teachers on supervisory
program



3.80 VME 1.5
3.34 VME 4
3. Discovering the needs of teachers 3.80 VME 1.5
3.39 VME 2
4. Helping teachers gain confidence
on supervisory program

3.77 VME 3
3.37 VME 3
5. Identifying the practices & innovations
on effective teaching

3.67 VME 5
3.41 VME 1
Average Weighted Mean

3.75 VME
3.35 VME

X2c= 5.0 (significant)

X2 (.05) = 3.84

D. Ways of Giving Comments & Recommendations
1. Announcing negative comments 1.13 NE
3
1.40 NE
3
2. Criticizing teachers within the
hearing of pupils

1.07 NE
4
1.16 NE
4
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39
3. Criticizing teachers privately 2.73 VE 2
2.71 VE 2
4. Stimulating teachers to do their
best



3.40 VME 1
3.10 VE
1
Average Weighted Mean

2.08 E

2.09 E
X2c = 0 (not significant)

X2 (.05) = 3.84


E. Others
1. Fault finding and snooping
1.07 NE
3
1.27 NE
2
2. Interrupting teachers during the
lesson



1.13 NE
2
1.18 NE
3
3. Observing for the whole period
time



2.60 VE
1
2.25 E
1
Average Weighted Mean

1.60 NE

1.57 NE

X2c = 0.33 (not significant)
X 2(.05) = 3.84

similarly perceived to be very much effective. This implies that checking of
lesson plan and taking down notes by the supervisors will help teachers find out if
the objectives, approaches and activities given by the teachers are suitable and
congruent to the subject matter. On the other hand, administrators can suggest
other activities based on the observations noted.
The result is similar to the study of Maceda (2001) that checking of
lesson plan in the Division of Pangasinan has much effect as perceived by the
teachers and administrators. According to her, the lesson plan is the teacher’s
bible. Teachers should go to school with a lesson plan ready for execution for it
helps them to carry out their objectives in teaching the lesson. It is the
administrator’s foremost duty to check the teacher’s lesson plans daily to monitor
the programs of teaching being done by the teachers in their class.
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The result is also similar to the findings of Sante (2000) wherein school
heads of Pangasinan II practiced checking of lesson plans with a descriptive
equivalent of outstanding which implies that teachers should always be prepared
with their lesson plans daily.

According to Gregorio (1978) the supervisor should take records of
observations while he is in the classroom, and these data gathered should form the
basis of assistance to the teacher and the pupils in the classroom. The observation
notes should be put in outline form, in the form of an observation chart, or in the
form of checklist. It is related to the present study where in taking down notes
during the observation is very much effective as used in the classroom
observation.

According to Pennekamp (2004), the first step in observation is to keep a
log of your observations. A mental “brainstorming technique” can be used so that
everything are written in an observation sheet without screening what you see,
hear, and feel because it is all food for learning. It is inferred in the study that
taking down notes during observation provides help to improve teaching- learning
process.

According to Barr and Burton (1990) as cited by Paet (2004), “Whatever
form of recording is used, it should register the essentials of the visit.”

The results are also similar to the findings of Imanil (2000) on classroom
observation in Public Elementary Schools in the districts of Laoac and Manaoag,
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41
in the Division of Pangasinan. She found out that classroom observation through
checking of lesson plan positively affected the teaching –learning process in the
elementary grades. The teachers should always be prepared for each lesson. They
are advised not to be fully prepared only when the periodic classroom observation
is imminent. Instead, the teachers should make it a habit that the next days are
always prepared in advance. The present study found out that checking of lesson
plan is very effective on the performance of teachers so it is expected that teachers
are always prepared with their lesson plans as advised.

According to Balgua (2004), the extent of effects of classroom
observation on teacher’s performance as to teacher respondents in the Districts of
Bolinao and Anda, Pangasinan is much effective, as presented also in the results
of this study. This implies that classroom observation is very helpful to improve
teachers’ performance.
Post Conference. The items under post conference are found out not to be
significant as shown by the computed X2 value of 3.00 which is lower than the
tabular value of X2 which is 3.84 at .05 level of significance. The hypothesis that
there is a significant difference between the perceptions of the administrators and
teachers on the level of effectiveness as to post conference is rejected. This means
that giving comments during the post conference, saying a word of
commendation, observing the class and follows up with a conference with the
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teacher are similarly perceived to be very much effective. This implies that
teachers and administrators use it as an effective practice in observation.

The suggestion of Harry Lavinson as cited by Beerens (2000) supports the
results of the study, that the art of praise and the art of critique are closely
intertwined. He suggests that, for either praise or critique to be effective, a leader
must also be specific, offer solution, be present (do it in person rather than by
memo), and be sensitive.
The study of Palada (2001), stated that motivating is one of the functions
of school administrators focused on the use of praise to recognize exemplary
behavior, improving teachers, recognizing group accomplishments, not
overlooking little things, following up requests, instituting a teacher –for- a - day
program, revitalizing careers, enriching jobs and providing supportive leadership.
It was revealed in the study that saying a word of commendation to teachers is
very much effective as practiced by administrators where in it will motivate
teachers to do their best to have an effective teaching.

According to Gregorio (1978) to be effective, classroom visit should be
followed by a conference, either individually or by group as related to the study
that post conference is a very effective practice in observation as perceived by the
administrators and teachers. The conference should suit the individual needs and
specific situations, and must be carefully planned. The supervisor should be
careful in handling the discussion and he should reassure the teacher of her
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43
professional success. The conference should be a give and take discussion where
the teacher is free to voice out her opinions. It is in the conference where the
supervisor should establish the teacher’s confidence in his goodwill, judgment,
and competence, as a supervisor.

Ruth Wajnryb (1993) stated that a follow up with a conference with the
teacher is a very much effective practice in observation. It is important in the
human and professional side, to share with the observed teacher a follow up
discussion about the lesson.
Supervision/Giving Assistance. The items under supervision/giving
assistance are found to be significant as shown by the computed X2 value of 5.0
which is greater than the tabular value of X2 which is 3.84 at .05 level of
significance. This means that the administrators and teachers perceptions are
significantly different. Therefore the hypothesis that there is a significant
difference between the perceptions of the administrators and teachers in the level
of effectiveness as to supervision/giving assistance is accepted. Guiding teachers
on supervisory program and discovering the needs of teachers have the highest
rank while identifying the practices and innovations on effective teaching has the
lowest rank as perceived by the administrators. On the other hand, identifying the
practices and innovations on effective teaching has the highest rank while
providing assistance in the selection and use of instructional materials has
obtained the lowest rank as perceived by the teachers. The items has a descriptive
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equivalent of very much effective except for the providing direct assistance in the
selection and use of instructional materials which is very effective as perceived by
the teachers. This means that the items under supervision/giving assistance are
used by the administrators as very effective practices in observation. This implies
that in doing the practices under the supervision/ giving assistance during
classroom supervision, teachers are guided in their needs and develop their
confidence to make teaching more effective.

The findings are similar to the study of Lumibao (1998) that classroom
observation was implemented as a supervisory activity. The administrators in the
study believed that there was much implementation of the monitoring of
educational practices of teachers such as to help them gain confidence on the
supervisory program, identification of practices and innovations on effective
teaching. Furthermore, the administrators stated that classroom observation was
much implemented to stimulate the teachers to do their best while discovering the
needs of teachers was implemented. As emphasized also by the teachers, planning
and guiding teachers on supervisory programs and stimulating them to do their
best were implemented in classroom observation. However, they believed that
identification of practices and innovations on effective teaching was implemented.
The teachers added that monitoring of educational practices of teachers was
implemented to help them gain confidence on the supervisory program. Above
all, the significant evaluation of classroom observation was for discovering the
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needs of the teachers and for evaluation of the teachers based on educational
premises as well.

According to Gregorio (1978), one function of an administrator or a
supervisor is guidance. This will stimulate, direct, guide and encourage teachers
to apply instructional procedures, techniques, principles and devices. Assisting the
teacher to accomplish his purpose and to solve the problems that arise in his
teaching is within the scope of the guidance function. This study found out that
guiding teachers on the supervisory program is a very much effective practice in
observation so it correlates with the statements given by Gregorio.
Ways of Giving Comments and Recommendations. The items under ways
of giving comments and recommendations were found out to be not significant as
shown by the computed X2 value of 0 which is lower than the tabular value of X2
which is 3.84 at .05 level of significance. Therefore the hypothesis that there is a
significant difference between the perceptions of administrators and teachers in
the level of effectiveness as to ways of giving comments and suggestions is
rejected. This means that the administrators and teachers perceived similarly the
different ways of giving comments and recommendations. Stimulating teachers to
do their best has the highest rank with a descriptive equivalent of very much
effective for administrators and very effective for teachers. This implies that
stimulating teachers to do their best is done by the administrators and use them as
effective practice in observation. The last in rank for both administrators and
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teachers is criticizing teachers within the hearing of the pupils with a descriptive
equivalent of not effective. Announcing negative comments during meetings was
rated by both administrators and teachers as not effective. As stated by Gregorio
(1978) announcing negative comments during meetings and criticizing teachers
within the hearing of pupils are not to be practiced in observation. The supervisor
must not criticize the teacher within the hearing of the pupils and other teachers;
otherwise the pupils will lose respect for their teacher. Comments must also be
encouraging and given in a friendly attitude. It is inferred that teachers should not
be embarrassed for it will develop a gap between the administrators and teachers.
Other Practices. Other items under supervision practices are fault findings,
snooping, interrupting teachers during the lesson and observing for the whole
period of time are found to be not significant as shown by the computed X2 value
of 0.33 which is lower than the tabular value of X2 which is 3.84 at .05 level of
significance. Therefore the hypothesis that there is a significant difference
between the perceptions of administrators and teachers in the level of
effectiveness as to other practices is rejected. This means that the items are
similarly perceived to be done by teachers and administrators. Observing for the
whole period of time has the highest rank with a descriptive equivalent of very
effective as perceived by administrators and effective for teachers. This means
that teachers and administrators use it as an effective practice in classroom
observation. The administrator or the supervisor is expected to observe for the
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47
whole period of time. The supervisor could see the activities done by the teacher
and pupils from the start until it ends. However, the descriptive equivalent of fault
finding, snooping and interrupting teachers during the lesson are perceived to be
not effective. This implies that administrators should not continue to practice
faultfinding, snooping and interrupting teachers during the lesson in classroom
observation. This coincides with the principle in observing teachers by Gregorio
(1978) that supervisors should commend good ways and refrain from faultfinding.
He should enter the classroom quietly and be seated in a manner that he will not
distract the teacher’s attention and the class. He should sit behind the class where
he can also make signs to the teacher without being noticed by the pupils.
Greeting the teacher and the class is not necessary. Leaving the classroom should
be inconspicuous as entering. A natural break in the teaching program is the best
opportunity for the supervisor to leave the classroom.

Extent of Use of the Different Types
of Classroom Supervision

Table 3 shows the extent of use of the different types of classroom
supervision such as announced, unannounced, invitational/call visits and drop in
supervision. Rank one for administrators is unannounced classroom supervision
and invitational/call visits while announced classroom supervision is ranked
one for teachers. This shows that unannounced and invitational/call visits are
much utilized by the administrators and announced classroom supervision is much
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Table 3. Extent of Use of the Different Types of Classroom Supervision
Types of Classroom Supervision
Administrators
Teachers

Mean
D.E.
Rank
Mean
D.E
Rank
1. Announced classroom supervision 2.60 M
3
2.65 M
1
2. Unannounced classroom
supervision


2.93 M
1.5
2.4
Mod 3
3. Invitational/call visits

2.93 M
1.5
2.42 Mod 2
4. Drop-in supervision

2.27 Mod 4
2.26 Mod 4


Average Weighted Mean

2.68 M

2.43 Mod

utilized on the part of the teachers. This means that unannounced and
invitational/call visits and announced were used from 40-59 minutes. This implies
that observers stay in the classroom for the whole period of time and observed the
class for not less than 40 minutes so that they were able to see the different
activities done in a subject since the major subjects in the elementary consumes
40 minutes and above as reflected in the classroom program.
It is similar to the findings of Balgua (2004) that the types of classroom
observation were moderately used in the Districts of Anda and Bolinao,
Pangasinan.
Drop-in supervision ranks last as perceived by the administrators and
teachers. The descriptive equivalent is moderate. This shows that both
administrators and teachers used drop in supervision from 30- 39 minutes. This
means that they utilized this type just to see partially some of the activities done
in classroom, they do not observe for the whole period of time since most of the
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subjects are done for one hour. Sometimes administrators just pass by the
classrooms anytime so they can listen to the teacher and pupils’ interaction.
The results of the study is similar to the findings of Maceda (2000) that
drop-in supervision is done quite often, supervisors stay along the corridors and
listen to the teacher-pupil interaction.

Frequency of the Different Types
of Classroom Supervision


Table 4 shows the frequency of use of the different types of classroom
supervision. The administrators perceived that announced, unannounced
invitational and drop in supervision are often used. This indicates that
administrators used the different types of classroom supervision which are
utilized quarterly as Gregorio (1978) emphasized that classroom supervision must
be made frequent so that the school head’s presence in the classroom would be
felt as routine and an everyday activity of the class. The result is similar to the
study of Lumibao (1998) that classroom supervision is often practiced as a
supervisory activity in public elementary schools in Benguet. Teachers perceived
that announced and unannounced are often used which means these types are
utilized quarterly while invitational and drop in supervision are seldom used. This
implies that administrators do not have much time for classroom supervision,
they do other administrative functions such as planning, organizing, directing,
coordinating, evaluating, providing leadership, recording, reporting and others.
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Table 4. Frequency of Use of the Different Types of Classroom Supervision
Types of Classroom Supervision
Administrators
Teachers

Mean
D.E.
Rank
Mean
D.E.
Rank
1. Announced classroom supervision 3.00 O
1
2.78 O
1
2. Unannounced classroom
supervision


2.93 O
2
2.65 O
2
3. Invitational/call visits

2.53 O
3.5
2.21 S
4
4. Drop in supervision

2.53 O
3.5
2.28 S
3

Average Weighted Mean

2.75 O

2.48 S

According to administrators, they conduct classroom supervision if the need
arises, for example, if there are reports that some of the teachers are not making
their lesson plans, some are always late and absent but Aquino (1985) emphasized
that the faculty members are visited periodically, which includes consideration of
several facets such as preparation for the program, pre–visit conference,
observation visits, and post–visit conferences.

The results of this study are similar to the findings of Maceda (2000) that
administrators in Region 1 perceived that classroom observation is being
undertaken and these were quite often.

Preferences of Administrators and Teachers
on Types of Classroom Supervision

Table 5 shows that the different types of classroom supervision were
found to be not significant as shown by the computed X2 value of 1.0 which is
lower than the tabular value of X2 which is 3.84 at .05 level of significance. The
hypothesis that there are significant differences between the preferences of the
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Table 5. Preferences of Administrators and Teachers on Types of Classroom
Supervision
Types of Classroom Supervision
Administrators
Teachers

Mean
D.E.
Rank
Mean
D.E.
Rank
1. Announced classroom supervision 2.00 P
3
2.43 MP
1

2. Unannounced classroom
supervision


2.40 MP
1
1.69 P
3
3. Invitational/call visits

2.07 P
2
1.99 P
2
4. Drop in supervision

1.86 P
4
1.54 LP
4
Average Weighted Mean

2.08 P

1.91 P

X2
c
= 1.0 ( not significant)

X2 (.05)= 3.84

administrators and teachers on the types of classroom supervision in Bauko,
Mountain Province is rejected. This signifies that that announced, unannounced,
and invitational/call visits are all preferred to be used by both administrators and
teachers. It was indicated that the most preferred type for the administrators is
unannounced so that they can see the natural setting of the class and find out if the
teachers are always prepared for the class everyday. Teachers’ most preferred is
announced so that they can prepare things like visual aids and to do their best.
NAPCIS Newsletter (2004) stated that it is always appropriate for the
administrator to announce the observation (generally a day or two ahead of time).
Once the administrator is situated in the classroom, the students may otherwise
carry on as though he is not there. It is always a professional courtesy to announce
to teachers that they will be observed even when the interest is to pop in to a class
unannounced. Gregorio (1978) stated that the scheduled visit is apt to be formal.
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The teacher thus prepares materials and instructions to enable the supervisor to
analyze the problems he has in mind. There is no waste of time when the
supervisor arrives in the scheduled visit. Teachers’ least preferred type of
supervision is drop in supervision, this implies that teachers don’t want to be
observed with this kind of supervision because they are unaware that somebody is
observing them.

Preferred Practices of Administrators and Teachers
To Improve Classroom Supervision

Table 6 presents the preferred practices of administrators and teachers to
improve classroom supervision. It was found out that the highest rank as preferred
by the administrators is supervisors consider the teacher as a co-worker and
friend. This means that the supervisors work with the teachers in a friendly
manner, in all school activities. They help one another to have good results in
their work done. As Wiles and Lovell (1975) believed that the supervisor must be
a type of person teachers want for a friend. He must be approachable, genuine and
sensitive the way others feel. According to Alvarez (1989) teachers love to work
in an atmosphere of trust and friendly understanding, they feel they are under
obligation to do more, they feel they are co-responsible for the failure or success
of every school undertaking. It is stated in the article of Howard Hightower as
quoted by Gutierrez (2006) that a Principal should appear friendly. Rank one as
preferred by the teachers is to discuss further the comments and suggestions with
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Table 6. Preferred Practices of Administrators and Teachers to Improve
Classroom Supervision

Practices

Administrators
Teachers

1. Monthly observations as scheduled
Mean
DE Rank
Mean
DE Rank

2. Give more encouragements
2.93 MP
2.5
2.73 MP
5
3. Discuss further the comments
and suggestions with the teacher 2.87 MP
4.5
2.79 MP
1
4. Keep the information on classroom
observation confidential
2.40 MP
9
2.58 MP
7
5. Teachers are to receive notification
of announced observation at least
one day in advance

1.93 P
10
2.16 P
10
6. The supervisors consider the
teacher as a co-worker and friend 3.00 MP
1
2.75 MP
3
7. Observes the class and follows up
with a clear evaluation on
teacher’s and pupil’s works
2.80 MP
6
2.74 MP
4
8. Builds teacher’s confidence by
demonstrating a knowledge of
good teaching and learning
procedures


2.87 MP
4.5
2.77 MP
2
9. Helps teacher improve classroom
management and discipline
2.93 MP
2.5
2.71 MP
6
10. Participates in classroom
activities as a helper to the teacher

2.67 MP
8
2.54 MP
8

Average Weighted Mean

2.71 MP

2.61 MP

concerned teacher discuss the positive and negative things done by the teacher
and the suggestions given by the administrator so that the teachers will know
more their strengths and weaknesses that they will improve through the
suggestions given. As Gregorio (1978) stated that supervisors should be careful in
handling discussion and he should reassure the teacher for her professional
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54
success. The conference should be a give and take discussion where the teacher is
to voice out her opinion.
The result of the study is related to the findings of Belaras (2000) that
some administrative practices of school heads increase teachers’ morale and
negative practices of school heads decrease teachers’ morale as perceived by the
teachers in Abra.
The findings of Pangilinan (1999) stated that the supervisory practices of
the public elementary school administrators affected the teachers’ performance in
Alcala and Bautista Districts in Pangasinan.

Classroom Supervision Model

Figure 4 shows the flow of the different practices and types of classroom
supervision employed by the administrators to improve classroom supervision in
Bauko, Mountain Province.

The different types of classroom supervision are found to be preferred by
the administrators and teachers so they believe that using the different types,
classroom supervision will be improved. Announced classroom supervision allow
teachers to have more preparation and instruction on the scheduled visit. The first
step on this type is the pre conference, the observer and the teacher to be observed
will agree on the things that will be observed during the visit. Then the next step
is the actual observation, after the observation comes the post conference, the
observer and the teacher concern will discuss things what was observed either
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Classroom Supervision Model








Giving Assistance


Pre Conference
Announced

Note- Taking



Ty
pes of
Unannounced
Classroom
Post- Conference
Cla
ssroom
Practices
Observation
Supervision


Giving Comments


Invitational/ Call

Visit
Pre Conference

Other Practices














Figure 4. Recommended Classroom Supervision Model for Public Elementary
Schools in Bauko, Mountain Province
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positive or negative.


Unannounced classroom supervision allows administrators to see the
natural setting of the class and they can see what is needed and what to improve in
the classroom. In this type of supervision, the observer don’t need to conduct the
pre conference. Classroom observation takes place followed by the post
conference.

Invitational/call visits allow teachers to have voluntary invitation to the
supervisors to observe their classes. The steps in this type is pre conference,
classroom observation and post conference.

During the classroom observation and post conference, there were
preferred practices that were effective to the teachers’ performance as perceived
by the teachers and administrators. Practices under note taking such as checking
of lesson plans and taking down notes are preferred to be used in classroom
supervision because it was found out that these practices were very much
effective to the teachers’ performance. Lesson planning is a guide on what
activities that will be given to the pupils. Taking down notes of administrators
will guide teachers on what area they will improve on.

Practices under ways of giving comments such as (1) Giving written
comments during the post conference, (2) Saying a word of commendation, (3)
Observing the class and follows up with a conference with the teacher, (4) Keep
the information on classroom observation confidential, (5) Observes the class and
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follows up with a clear evaluation on teacher’s and pupils’ works, (6) Criticizing
teachers privately, this will prevent the creation of a gap between the
administrators and teachers because it is a one on one discussion on what are the
weaknesses of the teacher and it would be an embarrassment on the part of the
teacher when he/she is criticized within the hearing of others,(7) Stimulating
teachers to do their best, there are times that teachers need some words of
commendation and the administrators have all the chances to give
encouragements so that teachers will do more than what is expected from them,
and (8) Discuss further the comments & suggestions with the teacher, teachers
will understand more the comments either negative or positive when the observers
will not just give their written comments and suggestions, there are things that are
not understood by the teachers unless it is elaborated and supervision is useless
without discussing the observed activities.
Practices under supervision/giving assistance are preferred to be used
because these were very much effective on the teacher’s performance. It was
found out also that these were most preferred by the administrators and teachers
so they believe that these would improve the classroom supervision such as (1)
Providing assistance in the selection and use of instructional materials.
Supervisors can see the proper use of the instructional materials so they can
suggest things and guide teachers even on the proper use of the materials. (2)
Guiding teachers on supervisory program. Teachers will know more on the
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supervisory when administrators involve them in planning and decision making in
the program. (3) Discovering the needs of teachers. Administrators will not able
to know when they will not conduct classroom supervision, they can help teachers
to know their needs and to come up with solutions and interventions. (4) Helping
teachers gain confidence on supervisory program. Through frequent supervision,
teachers are to develop confidence so they will refrain from being nervous during
observation and be confident enough to teach even with two or more observers.
(5) Identifying the practices & innovations on effective teaching. There are
practices that are no longer effective in supervision so they were given some
changes in order to have effective teaching. (6) Monthly observations as
scheduled with the teacher. This would help teachers to be prepared because they
would expect that they are to be supervised and the pupils will also feel
comfortable with the presence of the observer because it is already considered as
routine and part of the school activity. (7) Give more encouragements during the
supervision. Teachers need encouragements everyday so a word of praise is
enough to motivate the teacher to do their best in teaching. (8) Builds teacher’s
confidence by demonstrating knowledge of good teaching and learning
procedures. When the teacher is always observed, they will develop confidence so
he/she can demonstrate a lesson with the presence of a group of teachers as
observers. (9) Help teachers improve classroom management & discipline. Not all
the teachers have the skill in management and discipline, they need the
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suggestions of others on what are the things to do in a certain situation. Observers
have the chance to see the actual situation then they can give their suggestions.
(10) Participates in classroom activities as a helper to the teacher. During the
observation, administrators will serve as a helper because with their presence
pupils are to keep quiet and listen to their teachers.

Other practices are also found to very effective on teachers’ performance
and they are most preferred by the administrators and teachers. These are the
following (1) Observing for the period of time. Supervisors can see the activities
up to the end when they will stay for the whole period of time, they will be able to
understand the flow of the activities then they can give the proper comments on
what they observed. (2) Teachers are to receive notification of announced
observation one day in advance. Teachers could have proper preparation and
further instructions when they are aware that somebody will observe the class. (3)
The supervisor considers the teacher as a co-worker and friend. There is a good
atmosphere in school and in the classroom when the supervisor does not consider
the teachers as subordinates at all times. Teachers are comfortable to work if they
are considered as a co-worker.





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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


Summary

The focus of this study is on the classroom supervision practices and
different types of classroom supervision used by the administrators and the
suggested classroom supervision model for Public Elementary Schools in Bauko,
Mountain Province.

The instruments used in this study were the weighted means, frequency,
descriptive statistics and Friedman’s analysis of variance by ranks to analyze the
expected results.

The findings of this study are the following:
1.a. The level of effectiveness as to note taking practices such as checking
of lesson plan and taking down notes during observation were perceived to be
very much effective by the teachers and administrators.
b. The level of effectiveness as to post conference practices such as
giving written comments during post conference, saying a word of
commendation, observing the class and follows up with a conference with the
teacher were perceived to be very much effective by the teachers and
administrators..
c. The level of effectiveness as to supervision/giving assistance such as
providing direct assistance in the selection and use of instructional materials,
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61
guiding teachers on supervisory program, discovering the needs of teachers,
helping teachers gain confidence on supervisory program and identifying the
practices and innovations on effective teaching were perceived to be very much
effective by the teachers and administrators.


d. The level of effectiveness as to ways of giving comments and
recommendations such as criticizing teachers privately and stimulating teachers to
do their best were perceived to be very effective while announcing negative
comments during meetings and criticizing teachers within the hearing of the
pupils were not effective as perceived by the teachers and administrators.
e. The level of effectiveness as to other practices such as observing for
the whole period of time was very effective while fault finding, snooping and
interrupting teachers during the lesson were perceived to be not effective.
2. Announced, unannounced and invitational/call visits were much utilized
while drop in supervision was moderately utilized by the administrators.
Announced classroom supervision was much utilized while unannounced,
invitational/call visits and drop in supervision were moderately utilized on the
part of the teachers.
3. The administrators’ most preferred type of supervision is unannounced
while the teachers’ most preferred type is unannounced. The least preferred type
is drop in supervision.
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4. The top five (5) preferred practices by the administrators were the
supervisor considers the teacher as a co-worker and friend, gives more
encouragements during the supervision, helps the teacher improve classroom
management and discipline, discusses further the comments and suggestions with
the teacher and builds teacher confidence by demonstrating a knowledge of good
teaching and learning procedure. The top five (5) preferred practices of teachers
were to discuss further the comments and suggestions with the teacher, builds
teacher confidence by demonstrating a knowledge of good teaching and learning
procedures, the supervisor considers the teacher as a co-worker and friend,
observes the class and follows up with a clear evaluation on teacher’s and pupils’
works and gives more encouragements during the supervision.

Conclusions


The following conclusions are based on the findings of the study:


1. There are no significant differences between the perceptions of the
administrators and teachers on the levels of effectiveness of the classroom
supervision practices as to note taking, post conference, ways of giving comments
and suggestions and other practices. There is a significant difference between the
administrators and teachers on giving assistance.
2. The different types of classroom supervision are much used by the
administrators while on the part of the teachers, they are moderately used. The
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63
different types of classroom supervision are often utilized by the administrators
while on the part of the teachers, they are seldom utilized.
3. There are no significant differences between the preferences of the
administrators and teachers on the different types of classroom supervision.
4. The most preferred practice by the administrators is that the supervisors
consider the teacher as a co-worker and friend. The most preferred practice by the
teachers is to discuss further the comments and suggestions with the teacher.

Recommendations


The following recommendations are based on the findings and conclusions

of this study.


1. Practices such as announcing negative comments during meetings,
criticizing teachers within the hearing of the pupils, fault finding, snooping and
interrupting teachers during the lesson should not be practiced in classroom
observations to avoid creating gaps between the administrator and the
teacher.
2. The administrators should conduct more invitational/call visits.
3. A notice of observation at least one day before the day of observation
is necessary.
4. Administrators should further discuss the comments and suggestions
with the teacher.
5. The classroom supervision model created for the public elementary
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64
schools in Bauko, Mountain Province is strongly endorsed for implementation.
The attached model is recommended.
6.
Conduct of another study is encouraged to find out the effects of
classroom supervision on pupils’ performance and to the teaching learning
process.
































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APPENDIX A


LETTER OF PERMISSION TO DIVISION SCHOOLS SUPERINTENDENT

June 2, 2006

Teresita M. Velasco
Division Schools Superintendent
Division of Mountain Province


THRU: The District Supervisor


Bauko Districts I & II
Bauko,
Mountain
Province

Madam:


The undersigned is a graduate student of Benguet State University. Presently, she is
conducting a research entitled: “Classroom Supervision Model in Bauko, Mountain Province”.
This is in partial fulfillment of her course, Master’s of Arts in Education.



In view thereof, the undersigned respectfully requests permission from your good office
that she be allowed to administer the questionnaires to the different elementary schools in Bauko
District I & II. It is hoped that the result of this study will contribute to the improvement of the
educational system.


Thank you and hoping for your favorable action on this matter.


Very
truly
yours,










CATHERINE L. CANGOY



Researcher


NOTED:


MARY JANE L. LARUAN, Ph.D.
TESSIE
M.
MERESTELA
D.Agr.

Adviser





Dean








APPROVED:


TERESITA M. VELASCO
Division Schools Superintendent
Classroom Supervision Model in Public Elementary Schools
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70


APPENDIX B


LETTER TO THE RESPONDENTS



Dear Respondent,


The undersigned is presently conducting her thesis entitled “Classroom
Supervision Model in Public Elementary Schools in Bauko, Mountain Province”.
She would like to ask for your indulgence to kindly provide the necessary
responses in the questionnaire.


The data which will be gathered from this study will be helpful in the
improvement of administration of our educational system. Your responses will be
kept with utmost confidentiality.


Thanks and God Bless.



Very
truly
yours,










CATHERINE L. CANGOY








Researcher













Classroom Supervision Model in Public Elementary Schools
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71


APPENDIX C


QUESTIONNAIRE

Name:
______________________
School: ______________________

Directions: Please check the space provided for your response.
____
Administrator
_____
Male
____
Teacher
_____
Female


I. Below are list of classroom supervision practices. Please indicate the level of
effectiveness on the performance of teachers.

4- Very much effective
3- Very effective
2- Effective
1- Not effective

A. Note Taking

4 3 2 1
1. Checking of Lesson Plan




2. Taking down notes during observation




3. Others Please Specify





B. Post Conference
1. Giving written comments during the post conference



2. Saying a word of commendation




3. Observing the class and follows up with a conference



with the teacher
4. Others Please Specify





C. Supervision/Giving Assistance
1. Providing direct assistance in the selection and use of



instructional materials
2. Guiding teachers on supervisory program




3. Discovering the needs of teachers




Classroom Supervision Model in Public Elementary Schools
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72
4. Helping teachers gain confidence on supervisory




program
5. Identifying the practices and innovations on effective



teaching
6. Others Please Specify





D. Ways on Giving Comments and Recommendations
1. Announcing negative comments to teachers during




meetings
2. Criticizing teachers within the hearing of the pupils




3. Criticizing teachers privately




4. Stimulating teachers to do their best




5. Others Please specify





E. Others
1. Fault finding and snooping




2. Interrupting teachers during the lesson




3. Observing for the whole period of time




4. Others Please Specify






II. Please rate the extent and frequency of use of the following types of classroom
supervision.



Extent of Use

Frequency of Use


4 – Very Much (1 hr & more)
4 – Always (monthly)
3 - Much (40min-59min)

3 - Often (quarterly)
2 – Moderate (30min-39min)
2 – Seldom (once or
twice a year)
1 – Fair (29min & below)
1 – Never



4 3 2 1 4 3 2 1
1. Announced/scheduled classroom







supervision
2. Unannounced classroom








supervision
Classroom Supervision Model in Public Elementary Schools
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73
3. Invitational/call visits








4. Indirect/drop in supervision








5. Others please specify











III. Please rate the preferences of administrators and teachers of the following
types of classroom supervision.



3 – most preferred

2 - preferred

1 – least preferred




4 3 2 1
1.Announced/scheduled classroom supervision




2. Unannounced classroom supervision




3. Invitational/call visits




4. Indirect/drop in supervision




5. Others please specify






III.
Please check your preferred practices to improve classroom supervision.


3 – most preferred
2 - preferred
1 – least preferred




4 3 2 1
1. Monthly Observations as scheduled with the




teacher
2. Give more encouragements during the




supervision
3. Discuss further the comments and suggestions




with the teacher
4. Keep the information on classroom observation




confidential
5. Teachers are to receive notification of announced



observation at least one day in advance
6. The supervisor considers the teacher as a co-




Classroom Supervision Model in Public Elementary Schools
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74
worker and friend
7. Observes the class and follows up with a clear




evaluation on teacher’s and pupils’ works
8. Builds teacher confidence by demonstrating a




knowledge of good teaching and learning
procedures
9. Helps the teacher improve classroom




management and discipline
10. Participates in classroom activities as a helper to



the teacher
Others Please Specify




















Classroom Supervision Model in Public Elementary Schools
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75
BIOGRAPHICAL SKETCH

The author, Catherine Lartec Cangoy, is the youngest child of Ernesto
N.Lartec and Margarita de los Santos Cadena of Mount Data, Bauko, Mountain
Province. She was born in January 24, 1976 in Abatan, Buguias, Benguet. She has
six elder brothers and two elder sisters.

She completed her primary and intermediate education at Mount Data
Elementary School from 1982- 1988. She had her first year high school at Mount
Data National High School and went on to graduate at Mabaay National High
School in 1992.

She entered college at Saint Louis University. She enrolled Bachelor of
Science in Pharmacy but she felt that its not her interest so she shifted to Bachelor
of Elementary Education and graduated in 1996. After graduation, she taught in
Nazarene Academy at the elementary department in Angeles City. The same year,
she took the Licensure Examinations for Teachers and passed.

In 1997, she applied in public schools in Bauko and was taken as a
contractual teacher for a year and the following year she was appointed as
permanent. In 1999, she got married and was blessed with three daughters. At
present, she is teaching in Mount Data Elementary School in Bauko, Mountain
Province.

Classroom Supervision Model in Public Elementary Schools
in Bauko, Mountain Province / Catherine L. Cangoy. 2006

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Document Outline

• Classroom Supervision Model in Public Elementary Schools in Bauko, Mountain Province
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Supervision and Observation
    • Classroom Supervision Practices
    • Types of Classroom Supervision
    • Frequency of Use of Classroom Observation
    • Preferences of Teachers on Practicesand Types of Classroom Supervision
    • Conceptual Framework
    • Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale of the Study
    • Respondents of the Study
    • Instrumentation
    • Data Gathering Procedure
    • Statistical Treatment of Data
  • RESULTS AND DISCUSSION
    • Levels of Effectiveness of Classroom SupervisionPractices on Teacher�s Performance
    • Extent of Use of the Different Typesof Classroom Supervision
    • Frequency of the Different Typesof Classroom Supervision
    • Preferences of Administrators and Teacherson Types of Classroom Supervision
    • Preferred Practices of Administrators and TeachersTo Improve Classroom Supervision
    • Classroom Supervision Model
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

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