ABSTRACT

An abstract contains the scope, purpose, results and content. It is not a review but it does
evaluate the study being abstracted. This study intent on the relationship between classroom
supervisory practices and teacher effectiveness that involved 45 teachers of four secondary
schools in Nasipit. The independent variable in the study means that it can stand alone in
which the classroom supervisory practices measured in post-visit conference, observation
report and observation techniques while the dependent variable depends on the other factors
in which it is related to the teacher effectiveness; their personal characteristics, objectives of
the lesson, content, teaching procedure, instructional tools and classroom management.
Moreover, the result rated very good showing evidence of intellectual honesty, punctuality,
cheerfulness and good humored.

Introduction

The introduction establishes the context of the research being conducted by summarizing
current understanding and background information about the topic, stating the purpose and
highlighting the potential outcomes of the study. This study focuses on the classroom
supervisory and teaching effectiveness. Effective teachers personalize the learning of the
students and give emphasis on quality in higher education. They believe every student is
capable of achieving success. However, effective teachers strive to motivate and engage all their
student in learning and through effective teaching student achievement may increase. Studies
shows that the teacher factor in learning effectiveness need to scrutinize so it can be influence
in the productiveness of the teacher. Thus, instructors will perform with excellence if they are
capable enough, have the necessary skills and knowledge, set goals, provide feedback, help
students interact and lastly communicate high expectations.

FRAMEWORK

A framework indicates the perspective you are using to approach educational research.
Achieving productiveness/effectiveness is not an easy job. This significant study talks about the
role of a supervisor, the way hey supervised and the challenges they’ve faced. Supervision in the
class is an outline to improve instructions. It helps establish communication and serves as a
liaison. In order to prepare classroom teachers for supervision, we will first have to recognize
the importance of supervisory skills, consider the objectives of the student teaching program,
and establish a closer working relationship with the teachers. The administration and
supervision should not be separated because they are connected mutually and shared functions
in educational systems. Not only teachers but also principals are held accountable for school
results, which increase expectations of principals to work to enhance student learning and
improve outcomes.
On Teacher Effectiveness

Teacher supervision is the only way to improve teachers’ instructional practice, and as a result,
educational resources need to be devoted to the improvement of teaching practices rather than
simply assigning a label to teachers’ performance. A true teacher is a facilitator, evaluator and
an agent of change. Thus, in order the teachers to be effective, they need to structure
knowledge to facilitate by the students. Based on the study, there are 3 elements involved in
the study of teaching effectiveness, first, they must schedule staff development meetings to
foster teacher’s skills, diagnosing student’s behavior, monitoring progress and so on and so
forth. Second, there is a training in observation, analysis in teaching and strategies. Third, there
is a supportive atmosphere that equips teachers to perform better. Moreover, the success is due
to patience, tolerance, empathy, love for and acceptance of students.

OBJECTIVE OF THE STUDY

This study intent on the relationship between classroom supervisory practices and teacher
effectiveness that involved 45 teachers of four secondary schools in Nasipit, Agusan del Norte.

METHODOLOGY

Research Design
Research design is defined as a framework of methods and techniques chosen by a researcher
to combine various components of research in a reasonably logical manner so that the research
problem is efficiently handled. It provides insights about “how” to conduct research using a
particular methodology. This study used the descriptive-correlational research design. It is
descriptive because it presented the classroom supervision practices of principals/supervisors
and teacher effectiveness in the secondary schools in Nasipit, Agusan del Norte. It is
correlational because it determined the relationship between classroom supervisory practices
and teacher effectiveness

Research Environment
Research Environment means people having the initiative to do things in an environment where
they are encouraged to do so and are supported; individuals make their own connections,
students beginning to collaborate with one another, taking the lead on particular initiatives This
study was conducted in Nasipit, Agusan del Norte. Nasipit lies on the western shore of
Northwestern Mindanao. It is often referred to as “Lawanit and Tilewood Maker”. It has fertile
soil, thus there is a predominance of agricultural crops in the area. Coconuts, corns and bananas
are also abundant in the area and are transported to Manila and exported to other countries.
Sampling Design
Sampling design is a mathematical function that gives you the probability of any given sample
being drawn. Probably it involves Statistics. The respondents of the study were the full time and
tenured teachers of selected secondary schools of Nasipit, Agusan del Norte. A Slovin’s formula
was used to get the sample of forty-five (45) respondents from three (3) private schools and one
(1) Public school.

Research Instrument
Research Instruments are measurement tools (for example, questionnaires or scales) designed
to obtain data on a topic of interest from research subjects. A researcher-made instrument was
designed to facilitate the collection of data. It was submitted to the thesis adviser and research
consultants for content validation. Their comments improved the construction of the items. The
research instrument had two (2) parts. Part 1 asked information on the personal profile of the
respondents. Part 2 consisted of items on teacher effectiveness while Part 3 inquired on
classroom supervisory practices.

Data Collection Technique

It is an Information you gather can come from a range of sources. The researcher formulated a
letter addressed to the Principals of the target schools a permission to conduct a study among
the respondents. Having been granted the permission, the researcher personally conducted the
distribution of the survey forms to the respondents. There were no serious difficulties
encountered in the administration and retrieval of the survey forms since the principals and
teachers were very supportive and cooperative. Compliance to research ethics protocol was
done through signed informed consent.

Statistical Techniques
The statistical techniques are helpful in providing insights about data. To qualify the responses
and to provide tools for the testing of the hypotheses, the following statistical techniques were
used. Weighted Mean and Standard Deviation were utilized in the descriptive part of the
analysis of the study. T-test was used to determine the significant difference in the ratings
before and after the implementation of the human resource services. Pearson Product Moment
Correlation was used to determine the relationship between teacher effectiveness and
supervisory practices. Partial Correlation was used to determine the relationship between
teacher effectiveness and supervisory practices when the effects of age, sex and educations
attainment are partially out of held constant. To test the difference in the ratings of the three
groups ANOVA was used.
RESULTS AND DISCUSSION

The role of educators has undergone dramatic shifts in the recent past. Many teachers,
especially newly qualified teachers, may not have mastered or developed sufficient skills for
effective teaching; hence, the need for instruction in the classroom to be supervised. How these
teachers perceive supervision is what this study will examine. The finding of the study revealed
that there is a significant positive relationship between instructional supervisory practice of
classroom observation and teachers’ role effectiveness. The teacher respondents were in the
age of 31-40 years and majority are female. Getting into classrooms and conducting teachers’
observations is one of the most important job as principal. As principal, he/she give the teacher
more accurate feedback at the same provide assistance to what is needed by a teacher for their
teaching strategies. He/She can offer tips, ideas and other constructive comments. The whole
purpose of the evaluation can reinforce the good practices. On the other hand, there is a
significant positive relationship between instructional supervisory practice of checking of
teachers’ lesson notes and teachers’ role effectiveness. Instructional supervision requires the
principal to oversee, assess, evaluate and direct teachers to ensure that the school is meeting its
goals. It follows then that, the instructional supervisory practices as identified in this study
should be effectively utilized by principals for effective teaching-learning process geared
towards attaining the goals of secondary education. As a result, teacher effectiveness and
empowerment will increase while students become the ultimate benefactors.

On Classroom Observation Technique

The classroom observation facilitates the principal to provide assistance to what is needed by a
teacher for their effectiveness. The fact that people at all levels believe that the quality of
education has fallen, an indication that education is in crisis, is enough food for thought for
teaching profession Teacher feels inspired and motivated to work and accomplish the goal if the
feedback and evaluation are given constructive that can improve teaching. Hence, it is
important to the teacher to use responsive or initiate influence in verbal interaction with
students. Accusing fingers from different quarters are pointed to ineffectiveness of teachers as
they execute their daily duties and poor instructional supervisory practices by school heads.
Instructional supervision is one of the processes by which school administrators attempt to
achieve acceptable standards of performance and results. Moreover, education is a purposeful
process that deliberate the transmission of knowledge, skills, attitudes, values and behavioral
patterns. When teachers are not well supervised, effectiveness in instruction will be adversely
affected and the instructional purposes may not be well realized. Negligence in the
improvement of instruction through improper instructional supervisory practices by school
heads may go on without being detected. This may lead to low quality of instruction and
invariably teachers’ lack of commitment to their job. As a whole, the conduct of classroom
activity depends on the way teachers use techniques or strategies to be successful in the
delivery of task. There is therefore a relationship between classroom supervisory practices and
teaching effectiveness.