School Administrators' Supervision, Teachers' Competence and Students' Performance
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 4, Issue 7
Abstract
The main thrust of the study was to investigate the relationships among School Administrators' supervision, teachers' competence and students' performance in the first Congressional district in Bohol year 2019-2020. The study employed quantitative correlational and inferential research method design. There were 670 respondents who were school heads, teachers and students in the First Congressional District of Bohol. The purposive sampling technique was used to choose the respondents. The questionnaires were adapted from different researchers and was pilot tested for reliability of the items. Multiple regression analysis was used to see if the profile predicts to the variables and the use of Spearman rank was employed to see if there were relationships among variables. The result showed that there were twenty- two different profession of which BS Psychology has the greatest number of respondents. Majority of them are Teacher II in position. Half of the respondents have been in the service for 2-3 years. While most of the school administrators are already serving 5 years or more. Majority of the teacher respondents and school administrators were having units in MA. In addition, 88.37% of the respondent were LET passer and with teaching certificate. Finally, most of the teacher respondents had undergone less than two training and seminars relative to the subjects handled while school head respondent undergone 48.15% or 6-10 trainings already. The study concludes that highest educational attainment and the number of trainings and seminars attended relative to subjects handled by the teachers was related to teachers' competence. Moreover, teachers' highest educational attainment is related to affect students' performance while the first profession, position, years in service, with LET/teaching certificate was not related to students' performance. However, there is no significant relationship between School Administrators' supervision and teachers' competence. Further, there is a significant relationship between teachers' competence and students' performance. The school head may encourage teachers to continue professional development by enrolling in graduate studies. The school/ division may conduct seminars, trainings or workshops to maintain and enhance teachers' competence. The school may also set schedule for regular feed backing of performance every semester with the direct supervision of the school head. Sharing of best practices from notable and seasoned teachers were recommended.
Authors and Affiliations
Rolando Nalzaro
Keywords
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- EP ID EP728194
- DOI https://doi.org/10.5281/zenodo.7133818
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