Instructional Supervision and Technical Assistance: Basis for Enhancing Teachers’ Competence
Abstract
This study determined the implementation of instructional supervision and technical assistance, their relationship, and the challenges encountered by school leaders and teachers in Jose Panganiban East and West Districts. It focused on teacher performance feedback, learning assessment, learning environment, and learner discipline. Using a quantitative descriptive-correlational research design, data were gathered through a structured questionnaire. The instrument included items adopted from Domain 3 of the Philippine Professional Standards for School Heads and researcher-made items that underwent expert validation, pilot testing, and reliability analysis. Weighted mean and Spearman’s rank-order correlation coefficient were used to analyze the data through SPSS Version 21. The findings revealed that instructional supervision was highly implemented across all four areas, while technical assistance was likewise highly provided to teachers. Significant positive relationships were established between instructional supervision and technical assistance in teacher performance feedback, learning assessment, learning environment, and learner discipline. Despite these favorable results, both school leaders and teachers encountered challenges related to the feedback process, preparation and implementation of assessments, classroom conditions, learner behavior, time constraints, documentation, and parental involvement. The study concluded that instructional supervision and technical assistance are closely associated in supporting teachers’ instructional practices and professional needs. However, practical challenges remain and require sustained and responsive professional support. Based on the findings, Project G.A.W.A.D. (Guidance and Assistance for Workplace Advancement and Development) was proposed as a school-based intervention designed to address the identified concerns through mentoring, coaching, and professional development. The study recommends sustaining regular instructional supervision, providing contextualized technical assistance based on teachers’ identified needs, strengthening stakeholder collaboration, and implementing Project G.A.W.A.D. through the School Learning Action Cell to further enhance teachers’ competence.