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Leveraging Professional Learning: Enhancing Instructional Supervision to Support Teacher Growth

Volume: 151  ,  Issue: 1 , June    Published Date: 19 June 2024
Publisher Name: IJRP
Views: 108  ,  Download: 52 , Pages: 61 - 79    
DOI: 10.47119/IJRP1001511620246805


# Author Name
1 April Angelou M. Colebra


Effective teachers are fundamental to student success, making it critical to support their ongoing professional development.  However, instructional supervision, intended to improve teacher performance, can be limited in its impact.  This study investigates the potential of professional learning to enhance instructional supervision and ultimately support teacher growth within the District of Daram II during the 2022-2023 school year.  By examining the relationship between these factors in this specific context, the study aimed to identify best practices.  This study examined the role of professional learning in enhancing instructional supervision in support for the professional growth of teachers in the District of Daram II, Schools Division of Samar during the School Year 2022-2023. In this study, the following hypotheses were tested: There is no significant difference in the assessments of the two groups of respondents relative to the core behavioral competencies of the school administrators in terms of the identified areas. There is no significant difference in the evaluations of the two groups of respondents relative to the leadership competencies of the school administrators in terms of the identified areas. There is no significant relationship between the performance of the teacher-respondents based on the latest COT and the following school administrator-related profile variates, teacher-related variates, assessed core behavioral competencies, and evaluated leadership competencies. It was concluded that the majority of school administrators are female (68 percent) with a concentration in the 35-39 and 40-44 age ranges. This suggests a potential need to examine gender balance and age diversity in leadership roles. Most administrators are married (80 percent). A strong emphasis on advanced degrees with the majority (64 percent) holding Masters degrees. This highlights a commitment to professional development and raises questions about the impact on teacher perception and organizational culture. The income distribution reveals relatively modest variations. More granular data would be needed to understand if this reflects broader compensation structures within the educational system. High concentration of administrators with 5 years or fewer of experience. This suggests the need for robust onboarding, mentoring, and succession planning within the system. A significant perception gap exists between how administrators see themselves and how teachers assess them. Both groups rate administrators highly, though a minor discrepancy exists in the area of due process and civil rights. This highlights the need to build a clear, shared understanding of performance goals and success measures. It was further recommended that the study may be conducted focusing on other areas of core and behavioral competencies of school administrators.


  • professional learning