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Chapter 1
THE PROBLEM AND RELATED LITERATURE
Introduction
One widely held aim of education is to equip students with the knowledge,
skills, attitudes and competencies that enable them to render useful services to
themselves and to the society at large. Todaro (1992), for example, notes that the
formal education system of a nation is the principal institutional mechanism used for
In this context, all countries prioritize to improve the quality of schools and the
achievement of students (De Grauwe, 2001). In the Philippines, for example, a great
deal of human and financial resources is expended to support the public school
objectives. At the primary school level, for example, supervisory structures and
practices have been put in place to improve instruction. The short-term goal of this
In Davao City, DepEd Division Office conducts many seminars and trainings
to improve the supervision of every school. Nevertheless, despite the support from
the department, schools are still confronted with problems which relate to the
these issues.
knowing the relationship between the supervisory skills of school administrators and
the supervisory skills of the current crop of Davao City’s public elementary school
also become aware of the influence of their supervisory skills towards instructional
effectiveness of their teachers. Output of this study may also guide school
This section reviews the selected views and ideas of the authorities which
have bearing to the present study. Moreover, findings of researchers whether foreign
“talk about instruction with teachers frequently”. This requires skills, knowledge,
attitudes, and personal characteristics different from those routinely taught and
to make mistakes crucial to analyze the teaching and its effects (Cangelosi, 1991).
learning situations and are prepared and willing to model effective teaching.
principles. The role of the teacher was to impart basic truths to children, whereas the
role of the supervisor was to serve as the “inspector” to ensure the curriculum had
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been followed and essential skills had been learned (Ebmeier & Nicklaus, 1999). As
this orientation toward teacher supervision became more common, many teachers
were afraid to ask supervisors for help or to seek collegial assistance for fear that
doing so would expose weaknesses in their teaching, which could be reflected later
in low evaluations and possible punitive actions. As Ebmeier and Nicklaus (1999)
assist and support teachers (Hoy & Forsyth, 1986; The International Institute for
and also inspect, control and evaluate teachers (IIEP/UNESCO Module 2, 2007). In
a related way, Blasé and Blasé (1999) suggest that teachers do their best work
when they are motivated. They note that effective instructional leadership impacts
professional growth and improvement of teachers (Blasé & Blasé, 1999; Musaazi,
1985; Sergiovanni & Starratt, 2002; and Sullivan & Glanz, 1999). Supervision is
dialogue for the purpose of improving instruction which logically should contribute to
student improved learning and success (Hoy & Forsyth, 1986; Sergiovanni &
the quality of teaching and learning which is the function of supervisors and
parents. A principal’s role is to provide moral support for teachers, creating a climate
leadership and direction to the teachers by developing and upholding the vision and
administrator must know and be able to articulate for the faculty and to others, the
purpose, value and goals of supervision including the latter’s contribution to the
(2002), where it was argued that organizations need a strong leadership and a
depends on teachers understanding of the theories behind what they teach. Only
then they can be true professionals. Thus, supervisors as educational leaders must
be cognizant of the basic ideas of the leading thinkers in the field of education.
as a system of interrelated parts. Moreover, he should also have the ability to relate
this system as only part of a bigger system. He should understand why changes
outside his own affect his own system. As planner, the educational administrator
should understand and apply the requirements of the planning process which relate
has to concentrate on what he can do to solve a problem. He should plan for the
future and not wait for problems to be solved by others or by time. A good
educational administrator values resources so much and maximizes their use to get
the most effects. Since resources come in the form of people, money and materials,
the educational administrator must distinguish when and how to use them. As
relation to those of his peers in organization. He must make sure that they fully
understand what to do, toward what direction and how they would be evaluated.
planning, organizing, leading, and controlling. In the matter of controlling, the ability
to communicate orally, textually and electronic is essential. Managers can carry out
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transmitted to others for the purpose of affecting a desired goal. Moreover, Koontz
affect change. They assert that the communication process is considered essential
Both interpersonal and communication skills are assets which are exhibited
by the high performing principals. These qualities enable the high performing
principal to build personal relationships with staff members, students, the community
and the other stakeholders, vital to the building of trust and a climate of openness
and respect.
problems before they develop into something more serious. When employees come
feeling of mutual respect. Constant communication can also boost staff morale. One
clearly stated goals. If observed, this eliminates any uncertainty the staff may have
of the administrator's expectations. The goals should be set high but should remain
would be ineffective, for they guide, direct and stimulate youth in their goal-seeking
grow and prosper in all aspects of life. The teacher’s success in carrying out
and exploration to bring into harmony the dynamic and unique relationship between
the student and the subject matter through the use of good methodology (Sike J.,et
al, 1985).
the amount of progress pupils make when asked to meet some specified goal of
defined and can only be assessed, in terms of behaviors of pupils, not behaviors of
a class. Although not all behaviors produce results, however, teacher competence is
the set of knowledge, skills, and beliefs in a teacher’s repertoire to mean that an
(Medley, 1982).
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Early attempts to identify good teachers had focused on the traits an ideal
Waples, 1929). The two traits the teacher has received increased attention in recent
years, the “spirit of inquiry” and a “sense of efficacy” (a “can do” attitude).
progress.
Beach and Reinhartz (2000) stated that the challenge for supervisors is to
integrate what is known about supervision into a process that helps remove
obstacles in working with teachers to foster their professional growth and promote
quality teaching and learning. Teachers should then have the opportunity to reflect