INSTRUCTIONAL SUPERVISION TOWARDS TEACHERS’ COMMITMENT AND BEHAVIORAL COMPETENCIES

Educational Management

The study was conducted to determine instructional supervision towards teachers’ behavioral competence and commitment in the Special Geographical Area of MBHTE-BARMM. This study utilized descriptive-correlational and phenomenological research designs. A survey questionnaire was disseminated to one hundred (100) elementary school teachers of 63 Barangays under the Special Geographical Area of MBHTE-BARMM which were chosen using quota sampling. Results revealed that the extent of instructional supervisions of the administrators on the aspect of observation, orientation, training, monitoring, and evaluation were indicated as outstanding. On the level of teachers’ behavioral competencies on the aspects of self-management, professionalism and ethics, result focus, teamwork, and service orientation, it is reflected as always and often for innovation. Meanwhile, teachers were found to be highly committed to their teaching and profession and they reflected commitment to their students. The result also revealed that the instructional supervision of the school heads has association with teachers’ behavioral competence and commitment. Moreover, school heads instructional supervision significantly influences teachers' behavioral competencies in terms of professionalism and ethics and innovation and commitment in terms of school and profession..

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