PROVISION OF INSTRUCTIONAL SUPPORT: A GROUNDED THEORY ANALYSIS IN CLINICAL SUPERVISION OF ELEMENTARY SCHOOL HEADS

Master of Arts in Education, Major in Educational Administration

Clinical supervision enhances the quality assurance, which leads to quality planning, organizing, controlling, coordinating and evaluating by the school managers to achieve quality education. With this, the study aimed to describe the perceptions, aspects perceive on roles, and important approaches of the Elementary School Heads in the conduct of clinical supervision among teachers which answered the three fundamental questions. The study utilized a grounded theory approach where the discovery of theory from data systematically obtained and analyzed, wherein in-depth interview was employed. Ten participants from Montevista District participated in the investigation. Essential themes were generated out from their responses to the research questions. The researcher has collected different perceptions and challenges of the School Heads in the conduct of clinical supervision. Challenges encountered were coped employing a collaborative approach and best practices implied. Furthermore, important observation and understanding gathered by the researcher about the trainings and seminars acquired by the School Heads. The study showed that as supervisees gained expertise, supervisor behavior changed along with the supervisory relationship. This model of clinical supervision, in general, identifies progressive stages of teacher growth, from novice to expert, with distinct traits and abilities at each level. A supervisee at the expert end of the developmental spectrum is probably going to use a strong sense of intuition and reflection when it comes to the counseling and supervisory process, as well as good problem-solving abilities. The process is recurring, hence, cyclical. Moreover, results of this study were useful to the Department of Education (DepEd) in the provision of instructional support among teachers specifically in intensifying the conduct of clinical supervision in schools. This study also found out teachers may worry that clinical supervision will be used as a means of evaluation rather than a tool for professional growth. This leads the researcher a conclusion that the urge to conduct more trainings and seminars in the conduct of clinical supervision, exploring effective approaches, help teachers teach effectively. School heads must be mindful of language barriers, and other factors that may impact the effectiveness of supervision for all teachers.

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