Rhoda B. Galangco, Ph.D.
This study looked into the supervisory competence of the general education subject heads along the administrative, educational, and supportive functions of supervision using Kadushin’s Model. A survey questionnaire was designed to determine the supervisory practices of the subject heads and the extent to which they performed their functions as provided in the Faculty and Employees Manual. Interviews with the faculty members and subject heads were conducted to supplement the data obtained and to confirm their responses. The respondents were 56 faculty members teaching general education subject and seven subject heads of the following disciplines: Natural Sciences, Mathematics, Filipino, English, Physical Education, Psychology, and Social Sciences. Of the three functions, there were more teachers who agreed on the administrative practices and fewer who agreed with the educational practices. It is alarming, however, that less than half of the respondents indicated their subject heads did the practices enumerated under the administrative, supportive, and educational functions of supervision. Specifically, the subject heads were perceived to be incompetent in the evaluation and classroom observation practices. The teachers and the subject heads differed in their perceptions regarding the extent by which the subject heads performed their functions. The subject heads indicated they performed their functions very much while the teachers said the subject heads slightly performed their functions. Both groups agreed the subject heads did not initiate professional development of the teachers through national and international trainings/seminars/conferences. This is due to the expensiveness of the trainings and the school policies that limit their attendance to such. The identified training needs were seminar-workshop on evaluation, test and measurement, and conduct of meetings.
Source: UB Research Journal, Vol. XXXIII, No. 2, July – December 2009