SCHOOL LEADERS PRE AND POST CONFERENCING SKILLS AND LEVEL

OF COMPETENCE ON THE CONDUCT OF

INSTRUCTIONAL SUPERVISION

A Graduate Thesis
Presented to the Faculty of the Institute of Education
Bulacan Agricultural State College
San Ildefonso, Bulacan

In Partial Fulfillment
of the Requirements for the Degree Master of Arts in Education
(Major in Educational Management)

FRANCIS R. GARCIA
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

School Heads holds a crucial role in overseeing and assessing educators, their

proficiency in this aspect greatly influencing teaching quality within their schools. The

instructional oversight procedure comprises two components, pre-conferencing and post-

conferencing. The level of expertise demonstrated by school leaders in both areas

significantly impacts the effectiveness of their instructional supervision. Pre-conferencing

refers to the process of gathering information and preparing for instructional supervision

of the teacher. This usually includes going over the teacher when to have instructional

supervision, in which classes, areas or domains to observe, specific teaching learning

parameters focus, teaching method/strategy use, priority areas in SAT, priority objective

in IPPD. The major goal of pre-conference is to identify both the strengths and

weaknesses in the teachers' instruction while also establishing a plan for the conference

that may successfully address this area. Post conferencing refers to the practice of

connecting with a teacher after a conference. It comprises providing feedback on their

performance, identifying areas for growth, and defining goals for their development. The

purpose of post conferencing is to ensure that the teacher comprehends the feedback they

receive and to support them in implementing the discussion changes for the next visit.

Sergiovanni and Starrat (as mentioned in Mwaniki and Guantai, 2018) stated that

teacher instructional supervision plays a significant role in establishing and fostering a

teacher's educational competences, which adds to students' academic performance.

Furthermore, classroom observation plays the most important function in instructional

supervision, as it may assist a teacher improve in a variety of ways with the use of

various observation instruments. Depending on the demands and desires of the immediate

supervisor, it may be done formally or informally. As a result, in order to increase the

quality of teaching and the preparation of learning episodes, the observer must emphasize

the correct approach.

Dikeogu and Amadi (2019) stated that appropriate supervision by principals using

various supervisory strategies will improve teachers' work performance. As a result,

teacher job performance is strongly reliant on these strategies, which have been identified

as a foundation for enhancing the quality of teacher job performance, resulting in higher

academic accomplishment for children. Instructional supervision also allows teachers to

acquire additional insight into their teaching skills.

Furthermore, Carl Rogers' Self Theory stresses a person-centered approach with

the self as the core focus of personality research, and Cabigao (2021) depicted a teacher-

approachable class observation post-conference structure based on this theory. Beginning

with their instructional presentation, teachers share their own lived experiences as

conscious awareness as part of the framework. In order to create a pleasant mood for the

duration of the post-conference section of the classroom observation, educators are

allowed to talk about themselves in a friendly and approachable setting.

Good competent teachers will carry out the duties and objectives of the school in

achieving educational objectives (Rofiki, 2019). Professional competence is defined as

taking decisions that are reasonable in light of the circumstances. As part of attempts to

raise the standard of instruction in schools, the principal has the duty to oversee teachers
during instructional activities.

Observations for teacher assessment, according to Wile (2019), can be biased.

Bias exists in all organizations, as well as in schools. Bias can cause results to be

invalidated because evaluators may force their own opinions about teaching on the

instructor being watched. Furthermore, Wile (2019) claimed that classroom observation

can be inaccurate since the teacher spends around six hours per day and 180 days per year

teaching while the evaluator watches the instructor for one or two hours of this time.

Teachers' performance may decline during this time period because some grow

apprehensive when being monitored.

On the other hand, observations in the classroom, according to Will (2020), are

another important component of an evaluation. But things are different now; instructors

are trying to acclimate to a new context of online learning, and there are huge

discrepancies in student access. However, the DepEds' major goal right now is the style

of delivery of the course. As a result, many people are discussing the instructor

assessment procedure in online classrooms. In keeping with this, as noted in Will's (2020)

article, experts suggest school held must find a method for continuing to offer feedback to

educators.

Moreover, principal acting in the capacity of a supervisor, can then rephrase all

teacher needs as input for the assurance of the academic supervision activity program,

combining steps from the stages of program implementation, program structure, and task

division, including teachers and supervisors, to be even better later. Making evaluations

of academic supervision, creating instructional materials with teachers, and praising

teacher involvement in successes and successes attained jointly are significant tasks for
the principal as a supervisor (Pujianto et al., 2020).

Principals implement supervision, which is the process of mentoring teachers, as

one of the initiatives that may be implemented to enhance the quality of learning. The

effective and efficient implementation of school policies is the principal's responsibility.

As a result, school administrators must oversee how instructors are taught, specifically by

coordinating initiatives that are defined by giving teachers chances to develop their

professionalism as much as possible (Mulyadi and Fahriana, 2018).

The purpose of this educational supervision is to help teachers to improve the

quality of learning in the classroom through various assistance provided by the principal

to teachers in the selection of learning strategies, learning media, or learning models

carried out by teachers (Prestiadi,2020). Based on the aforementioned discussions of

related literature, the researcher formulated the following research problem and research

questions. Hence, this study aims to determine School Leaders, Pre and Post

Conferencing Skills and Level of Competence on the Conduct of Instructional

Supervision.

Literature Review

Learning is a system. The components of the learning system determine the

success of converting input into the most beneficial output. The instructor is one of the

factors that influences student learning results. The findings of a study conducted by

Rahayu et al. (2018) revealed that professional competence has a substantial impact on

the efficacy of instruction in schools. Moreover, Fischer and Hanze (2019) study shown

that teaching approaches and student participation during the learning process influenced
cognitive engagement, curiosity, learning accomplishment, and the development of

student academic competence. Also, according to the study of Canales & Maldonado

(2018) found that teacher attributes influenced student success in Language and

Mathematics. To summarize, several study findings indicate that the instructor is the most

important factor in determining student learning outcomes. As a result, in order to

increase student accomplishment, teacher competency must be improved. Further study

from school principle development activities revealed that just 35.3% of principal

supervision strategies improved educational production in schools, putting them well

behind the quality of other school management ingredients (Wiyono & Burhanuddin,

2020).

According to Hoque et al. (2020), supervisory techniques as a whole were not

connected with teachers' performance and attitude, and only directing supervision was

favorably and substantially related to teachers' performance and attitude. Based on these

data, it is clear that the instructional monitoring implemented thus far has had little

influence on increasing the teacher's teaching quality. Bechter et al. (2019) discovered

that students who were taught by teachers who participated in student-centered learning

techniques training programs performed better academically. Instructional oversight tasks

include in-service education and training programs.

Based on some of the findings of that research, it is possible to infer that many

findings suggest that the instructional supervision conducted thus far has an influence on

the teacher's quality of teaching, while several other findings do not demonstrate a

significant effect. As a result, it is necessary to conduct a more in-depth investigation of

how the supervising process is carried out, as well as what features of instructional

supervision impact the quality of teaching. As a result, this study is being conducted.

Those who evaluate in the classroom include the Head Teacher, Master Teacher,

and Principal. The observations conducted at the School Division Office (SDO) level

have no direct impact on a teacher's performance evaluation. The classroom observation

techniques used by the supervisors are generally considered as good by the instructors.

Observation is a solid method for evaluating and monitoring a teacher's development.

Because observation offers such a thorough view and allows for the definition of highly

specific aims, it may also be used to help instructors if done effectively. Observation and

criticism are two distinct talents that require much practice and training (Tawalbeh,

2020). Through connection with their teachers, principals may focus instructional

improvement and convey their expectations for teachers. It is apparent that teacher-

leaders prefer high-quality engagement centered on educational subjects and job-aid

tactics. Furthermore, three sorts of impacts on principal-teacher interactions were

observed in building teacher leadership: inspiring, empowering, and allowing. Szeto and

Cheng (2018).

A school leader's technique for optimizing individual teachers' effectiveness while

simultaneously functioning as a screening procedure for instructors who may require

specialized education services is instructional support for teachers. Instructional Support

is a positive, results-oriented method that incorporates specific evaluation and

intervention approaches to help all instructors remove educational or behavioral

stumbling blocks that are required for their class instructions (Roberts, 2020).
 School head provides teachers with instructional assistance by organizing

advisory committees, promoting positive work environments, aiding teachers with work-

related concerns, and linking instructors with other school leaders. It was also

established that when there is instructional assistance in school, there is connection

development, shared leadership, and the availability of instructional resources, all of

which contribute to fostering a pleasant learning environment and boosting school

openness. The end result would be teacher retention (Pitpit, 2020). Furthermore, the

evaluation incorporates all of the approaches utilized by a teacher in the classroom to

establish what students are receiving and what they are not receiving, as well as a clear

indicator of trouble areas (Hosp & Ardoin, 2018).

The teacher instructional method is a method of establishing an atmosphere that

allows students to learn. The environmental system consists of objectives, materials,

activity kinds, and available facilities. Furthermore, the learning process is an activity

that organizes and arranges the environment around pupils in order to stimulate and

develop active participation in learning activities.

According to the research results of Nurlaela et al. (2018), thematic learning

models were more successful in adapting students' learning styles and reading skills.

Rasyad et al. (2019) discovered that, in addition to the quality of input, the quality of

instructors and training materials had a dominant influence on training outcomes among

the six components of the learning system.

Conceptual Framework

Mwaniki and Guantai (2018) concluded that instructional supervisory activities

improved instructors' pedagogical skills, including their capacity to prepare and employ

teaching aids during teaching. Furthermore, Solon and Billones (2019) found that

instructional monitoring has a beneficial influence on instructors' pedagogical

competence and increases teacher performance. In order to develop a strong process for

supervision, the underlying reason should be considered. This underlying reason is built

on teacher quality effectiveness. Through our understanding of an effective teacher, the

information which should be the primary focus of supervision is identified.

Thus, educational supervision is the cooperation between the school staff in

developing teachers’ learning and teaching which would result in the effective

educational progression of the students. Instructional supervision not only supports

professional learning and development, but also relates to gate keeping, monitoring,

maintaining standards and improving performance.

In view of the aforementioned ideas, the researcher comes up with an illustration

of Figure 1. This figure shows the possible impact of the utilization of school head and

master conferencing skills and level of their competence on conducting instructional

supervision.

Pre/Post School Heads and Master

Level of Competence
Teacher Conferencing skills

Figure 1. Paradigm of the Study

The research paradigm, as shown in Figure 1, shows the independent variables

that hypothesized the school heads' and master teachers' pre/post conferencing skills that

may have a significant relationship with the level of competence, which can be seen in

the second frame, the dependent variables.

Statement of the Problem

This study aims to determine School Leaders Pre and Post Conferencing Skills

and level of competence in conducting of Instructional supervision in terms of:

1. What is the demographic profile of the respondents according to:

1.1 sex;

1.2 age;

1.3 years in service as School Leader / Master Teacher;

1.4 civil Status; and

1.5 seminars Attended?

2. How may the pre and post conferencing skills of the respondents be described in

terms of:

2.1 Pre-Conferencing Skills

2.1.1 planning and preparation;

2.1.2 goal setting;

2.1.3 building rapport; and

2.1.4 questioning skills?

2.2 Post-Conferencing Skills

2.2.1 reflection;
 2.2.2 documentation; and

2.2.3 feedback and evaluation?

3. How may the School Heads’/Master Teachers’ level of competence be described in

terms of:

3.1 Educational Leadership;

3.2 Management Skills;

3.3 Interpersonal Skills;

3.4 Emotional Intelligence; and

3.5 Professional Development?

4. Is there a significant difference between the pre/post conferencing skills of School

Head-respondents and Master Teacher-respondents?

5. Is there a significant difference between the level of competence of the School

Head-respondents and Master Teacher-respondents?

6. Is there a significant difference between demographic profile and the respondents’

pre/post conferencing skills?

7. Is there a significant difference between demographic profile and the level of

competence?

8. Is there a significant relationship between pre and post conferencing skills and

level of competence of the respondents?

9. What are the views and insights of the teachers on pre and post conferences

conducted by the School Heads and Master Teachers?

10. Based on the results of the study, what plan of action may be crafted?
Hypothesis

1. There is no significant difference between pre/post conferencing skills of School

Head-respondents and Master Teacher-respondents.

2. There is no significant difference between the level of competence of the School

Head-respondents and Master Teacher-respondents.

3. There is no significant relationship between demographic profile and the

respondents’ pre/post conferencing skills.

4. There is no significant relationship between demographic profile and the level of

competence.

5. There is no significant relationship between pre and post conferencing skills and

level competence of the respondents.

Significance of the Study

The results of the research have made a significant impact on education,

specifically in the subsequent areas such as:

Department of Education / Government. The purpose of this study is to create a

foundation that can build upon an action plan in development of instructional supervisory

tools and it can help improve policies related to teacher evaluation and professional

development. If the effectiveness of personalized supervision methods is understood, then

policies can be put in place to support individualized improvement for teachers.

Furthermore, if needed, this could involve investing in training programs that enhance

school leaders’ skills in providing meaningful feedback and support to teachers.

 School Head. The results of this study can provide valuable insights for leaders

aiming to enhance their leadership strategies. Recognizing the significance of tailored

support can guide their interactions with teachers, ultimately making them more effective

in their roles. Furthermore, implementing successful pre-conferencing and post-

conferencing practices leads to an improved school climate. This positive atmosphere

promotes teacher motivation and facilitates a conducive environment for learning and

collaborative efforts.

Teachers. The finding of this study can greatly benefit professional growth by

providing personalized feedback and targeted professional development opportunities.

This not only improves teaching skills but also enhances job satisfaction and overall

professional growth. Additionally, it can increase confidence among teachers, knowing

they have the support and guidance of school leaders through effective conferences. This

confidence translates into better classroom management and teaching practices.

Students. The result of this study can ultimately pave the way for the

improvement of educational standards. Students would appreciate the value of original

teaching strategies, a more captivating setting for learning, and the higher academic

performance that follows. Besides, it works towards creating a comforting school

atmosphere, a place that looks after the student's welfare and can have an encouraging

effect on their total experience at school.

Future Researchers. The findings of this study can be used as references to guide

studies and explore ways to enhance pre-conferencing and post conferencing and can

look into incorporating technology utilizing platforms for feedback or implementing peer,

to peer conferencing models. By investigating these approaches to discover strategies to

improve instructional oversight.

Scope and Limitation of the Study

The study focuses on the School Leaders' Pre-conferencing and Post-conferencing

skills and the Level of Competence on the Conduct of Instructional Supervision. The

study uses the mixed-method of research. The main sources of data are survey

questionnaires and it will conduct face to face.

The respondents of the study are limited to School Head with a total of 33

respondents and Master Teacher with 51 respondents, specifically in the Municipality of

Candaba, Pampanga. North, East and West District with a total of 33 elementary schools.

The data will be used to cover the school year 2023- 2024.

District School Head Master Teacher

North 9 9

East 14 26

West 10 16

Total 33 51

Definition of Terms
 For clarification and a better understanding of this study, the following terms were

hereby operationally defined.

Pre-conferencing. As used in this study, this refers to the procedure of gathering

information and getting ready for instructional supervision.

Post-conferencing. As used in this study, it refers to the act of getting in touch

with a teacher following a conference, giving technical assistance.

Level of Competence. As used in this study, it describes the ability to accomplish

a job successfully while utilizing the necessary abilities and traits.

School Head. As used in this study, it refers to a teacher who is in charge of a

school such as Officer in Charge, Teacher in Charge, Head Teacher, Principal.

Master Teacher. As used in this study, it refers to experienced teachers who have

consistently demonstrated exceptional knowledge and skills in the classroom and have an

advanced degree such as a Master of Education or a Master's in a specific subject area.

 CHAPTER II

METHODOLOGY

This chapter discusses the research design used, data collection methods, sample

procedures, and data analysis method. Additionally, this section of the study provides a

sampling technique and an analysis strategy for interpreting the findings.

Research Design

This study used the explanatory sequential mixed-methods of research in which

quantitative and qualitative approaches are mixed in a single study. The design of this

proposed study is descriptive research and correlational research design. The use of the

descriptive method of research was preferred by the researchers for both qualitative and

quantitative data collection and analysis emphasizing the relationship of pre and post

conferencing, level of competence between instructional supervision.

For the qualitative part, school head and master teacher informants will be
interviewed face to face regarding their competence in conducting instructional

supervision. Supporting numerical data from a survey questionnaire will also be used to

enrich and substantiate the qualitative data.

Sampling and Respondent

The researcher used the total enumeration in the conduct of the study School

Leaders' pre-conferencing and post conferencing skills and the Level of Competence on

the Conduct of Instructional Supervision. The researcher got 33 School Heads and 51

Master Teachers among the three districts of Candaba, Pampanga. 9 School Heads and 9

Master Teachers in Candaba North, 14 School Heads and 26 Master Teachers in Candaba

East, and 10 School Heads and 16 Master Teachers in Candaba West.

Table 1. Distribution of Respondents

District School Head Master Teacher

North 9 9

East 14 26

West 10 16

Total 33 51

Locale of the Study

This study will be conducted at North Candaba Pampanga District includes,

Barangca Elementary School, Cuayan Bugtong Elementary School, Lourdes Elementary

School, Magumbali Elementary School, Mapaniqui Elementary School, Mandili I

Elementary School, Mandili II Elementary School, Tagulod Elementary School and

Salapungan Elementary School. While, East Candaba Pampanga District consists of

Bahay Pare Elementary School, Dulong Ilog Elementary School, Mangga Elementary

School, Pulong Gubat Elementary School, Pulong Palazan Elementary School, Talang

Elementary School and Vizal Santo Nino Elementary School, Vizal Santo Cristo, Barit

Elementary School, Paligui Elementary School, Pangclara Elementary School, Dalayap

Elementary School, Visal San Pablo and Tenejero Elementary School. Moreover, West

Candaba Pampanga District, specifically Bambang Elementary School, Candaba

Elementary School, Mandasig Elementary School, Pansinao Elementary School, Lanang

Elementary School, Sto. Rosario Elementary School, San Agustin Elementary School,

Gulap Elementary School, Paralaya Elementary School and Pasig Elementary School.
Figu
Instruments

This study used questionnaires that are used to survey the Head Teachers/Master

Teachers in Candaba, Pampanga about the Pre And Post Conferencing Skills and Level of

Competence on the Conduct of Instructional Supervision. The questionnaire was

developed based on the study's objectives. The questionnaire consisted of sixty-three (63)

items. The first part of the questionnaire consisted of three (3) questions about

demographic profile, the second part also consisted of 30 questions about Pre and Post-

Conferencing Skills conducted by the School Head and Master Teacher, third part

consisted of 25 questions about School Head and Master Teacher level of competence,

and finally the last part consisted of 5 questions that serves as Guide question for

qualitative part of the study. The respondents will answer these questions using the two

following 5-point likert scale: 1-Never, 2-Rarely, 3-Sometimes, 4- Often and 5-Always.

And 1-Very Incompetent, 2-Somewhat Incompetent, 3-Neither Competent, 4- Somewhat

Competent and 5-Very Competent.

In order to gather accurate data, the researcher looked for questionnaires that are

related to the study. The Pre And Post Conferencing Skills questionnaire and Level of

Competence questionnaire was designed by researcher based on the research objectives

and modified by research adviser.

Data Gathering Procedure

Prior to data collection, the researcher will obtain consent from the office of

Schools Division Superintendent at Schools Division Office Pampanga specially for

Candaba north, east and west district, in acquiring the necessary information. The
researcher will compose a request letter addressed to the superintendent and will request

that the school administration submit it to the division office. Upon that, the researcher

will obtain authorization from the school head of the school where the study will be

undertaken.

Upon the approval of authorization, the researcher will go to the relevant

respondents and informants, notably the School Head and Master Teacher, to carry out

the standard method of distribution of research instruments up until retrieval. It will be a

face-to-face operation. The researcher will orient and inform the respondents of the

intended outcome of the study in order to get correct and accurate information. It is also

expected that every single component of the instrument will be retrieved and fully

complete.

For the qualitative part, school head and master teacher informants will be

interviewed face to face regarding their competence in conducting instructional

supervision. Supporting numerical data from a survey questionnaire will also be used to

enrich and substantiate the qualitative data.

Data Analysis Scheme

After accumulating all of the data for the study, it will be compiled, consolidated,

and given to statistical analysis, which will be provided in tabular form.

Descriptive statistics such as weighted mean or frequency percentage distribution

will be employed to describe the knowledge and skills of the school head and master

teachers with the following aspects: Pre-Conferencing Skills included planning and

preparation, goal setting, building rapport, questioning skills then, Post-Conferencing

Skills which consists of reflection, action planning, documentation and feedback and

evaluation. Furthermore, this will also describe the level of competence of the

participants which encompassed educational leadership, management skills, interpersonal

skills, emotional intelligence and professional development.

Moreover, the researcher will also use Analysis of Variance (ANOVA) to test the

significant difference between pre/post conferencing skills of School Head-respondents

and Master Teacher-respondents and significant difference between the level of

competence of the School Head-respondents and Master Teacher-respondents. According

to Bevans R., (2022) ANOVA is a statistical test used to analyze the difference between

the means of more than two groups. It also tells if the dependent variable changes

according to the level of the independent variable.

Furthermore, correlational research design is executed in this study for the

researcher to figure out the relationship between demographic profile and the

respondents’ pre/post conferencing skills and level of competence, also the relationship

between pre and post conferencing skills and level of competence of the respondents.

Correlational research design, study the relationships between two variables without

manipulating or controlling any of the variables. A correlation reflects the direction and

magnitude of the variable which can be positive or negative. It is designed to study the

change in one characteristic or phenomenon that corresponds to the changes in another or

with one another (Pritha B., 2022).

Ethical Consideration
 In order to assure that the study is carried out ethically, all participants, including

school heads and educators participating in the instructional supervision process, must

provide consent. This implies that individuals should be thoroughly informed about the

purpose of the study, procedures, and any potential risks or benefits. Participants must

realize that their participation is entirely voluntary and that they have the right to

withdraw from the research at any moment without consequence. Furthermore, to

preserve the confidentiality of participants, it is critical to employ anonymized data and

secure any information that might possibly disclose the personal information of

individuals or institutions. It is critical for school heads and educators to have confidence

that their comments and performance assessments will be kept secret and will not

jeopardize their reputations. Move over, make certain that the study is conducted in a

transparent way with no influence on the final results. The primary purpose of the study

should be to assess the skills and abilities of school leaders in supervision before and

after conferences, without regard for a predetermined outcome.

By addressing these ethical concerns, the research can contribute to the body of

knowledge in educational leadership while also protecting the rights and well-being of

the research's participants. Researcher must guarantee that their inquiries are conducted in

an ethical and honest manner. They must seek participants' informed permission, respect

their privacy, and avoid any injury or discomfort. They must also guarantee that their

results are correctly and impartially circulated.

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