Administrators' Supervisory Skills and Teachers' Performance
Keywords:
Administrators' Supervisory Skills and Teachers' Performance, Administrators' Supervisory Skills, Teachers' PerformanceAbstract
This study assessed the administrators’ supervisory skills along the visioning, planning, supervisory, socio-cultural as well as relation or human skills. Moreover, the relationship between these supervisory skills and teachers’ performance was determined among schools in the First Congressional District of Samar for the school year 2004-2005. The descriptive-correlational method was employed in this study. The researcher assessed the supervisory skills of the administrator-respondents along five aspects such as: visioning skills, planning skills, teaching-supervisory skills, sociocultural skills and relationship or human skills. The comparison of perceptions of the two groups of respondents, relative to the teacher’ level of performance along professional/personal characteristics resulted to a computed t-value of -3.652 which was numerically greater than the critical t-value of 2.101 at α=0.05, df = 18. Thus, the corresponding hypothesis involving the above mentioned performance aspect was rejected. The teachers’ age, sex, civil status, educational background, in-service trainings, teaching experience and performance rating did not correlate significantly with the teachers’ level of performance along technical assistance, learner’s achievement and school, home and community involvement; thus, it can be concluded that these personal variates do not affect or influence the teachers’ level of reference along the foregoing aspects. The teachers’ age, sex, educational background, in-service trainigs, teaching experience and performance rating did not correlated significantly with the teachers’ level of performance along professional/personal characteristics; thus, it can be pointed that these personal variates do not influence their professional/personal characteristics. However, it correlated significantly with the teachers’ civil status, indicating that the teachers’ married life has, perhaps, developed, honed or strengthened their professional/personal characteristics.
References
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