Guided or Guarded: Teachers’ Experiences on Instructional Supervision

Instructional supervision is an activity done by the school heads, supervisors, and master teachers to help teachers improve their teaching skills and practices, as well as to enhance their ability and capacity in classroom delivery of lessons. When it comes to technical assistance and support from school heads, supervisors and master teachers, teachers have different experiences with it. Teachers meet different experiences regarding instructional supervision which affect their performance especially during classroom observation. This study explores what teachers think and feel about instructional supervision. Through the use of Google Forms, the researchers gathered data from 28 Teachers II and III of the different schools in Danglas District, Division of Abra, and used thematic analysis to identify common patterns and themes. After analyzing and identifying common patterns and themes, five main themes emerged namely: support and mentorship, constructive feedback and reflection, professional growth and development, instructional improvement and learner outcomes, and collaboration and partnership. Instructional Supervision plays a very important and significant role on the enhancement of teachers’ teaching skills and practices as well as on the performance of learners. Instructional Supervision is an important part of the teaching and learning process. To sustain quality education and for learners to achieve better learning outcomes, instructional supervision is a powerful tool to achieve it most especially when it is done to give support, it is done through constructive feedback, help teachers to grow, to improve instruction and learner outcomes, and if there is collaboration between the supervisors, school heads, master teachers, and teachers.

Instructional Supervision, technical assistance, classroom observation, instructional leaders

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