Instructional Supervision to the Faculty of Pagsanjan District Division of Laguna in their Teaching Pedagogy During the New Normal
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 5, Issue 11
Abstract
Being an educational leader at a public school is not as simple as we may believe. There are several tasks and obligations to do. Expectations will always exist, and when disagreement emerges, decision-making must be tough and mindful of the organization's well-being. The response of the school's principal, master, and head teacher to the new typical learning environment is a major problem. Faculty teachers are supposed to be adequately supported and led in both their personal and professional lives in this scenario. School leaders have a positive influence on their teachers, serving as a catalyst for excellent values, trustworthy service providers, and effectively managing education. The backbone of instructional monitoring, technical help, coaching, and mentorship to faculty teachers was each school's learning continuity plan. They won't be able to paddle their own boat without assistance. With the aid of their school mentors, students can easily adapt and cope with the new normal. To conduct instructional methodology in each subject area, creativity and critical planning were required. As a result, without enough preparation and support, learning is at a crucial stage for both teachers and students, particularly during this pandemic. Even yet, research on how instructional supervision influences teaching methodology is still being debated. This study investigated the implications of instructional supervision in teaching pedagogy during the new normal using a descriptive qualitative research methodology. The sample consisted of ten (10) school leaders from the district of Pagsanjan, division of Laguna who are school head, master and head teacher. To explore the research study, data was acquired using an interview questionnaire and the researcher's observation since she herself is a school head of a public school. There is no statistical treatment utilized, and the study's findings are based on replies to the interview questions concerning the consequences of instructional supervision on teaching pedagogy in the new normal. The implications of instructional supervision to teaching pedagogy during the new normal, based on the findings, further prepare instructors to become effective and efficient learning catalysts through coaching, mentoring, and technical help provided by school leaders. During the new normal, instructional supervision was implemented via an online platform, such as Google Meet or a skeleton workforce. MELCs (Most Essential Learning Competencies) were examined, as well as the school's learning continuity strategy, for technical help, mentorship, and coaching. Instructional supervision has a direct impact on teaching methodology through cooperation or information sharing during pre-observation and post-observation, which would motivate and support instructors. However, in order to provide a variety of modalities, teachers must improve their digital literacy and ICT (Information and Communication Technology) skills. According to their Individual Development Plan (IDP), students were able to contextualize each learning area and incorporate other learning areas or curricula.
Authors and Affiliations
Geraldine Anacleto
Keywords
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- EP ID EP728316
- DOI https://doi.org/10.5281/zenodo.7387037
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