Instructional Supervisory Engagement of Public Elementary School Heads in the Flexible Learning Environment
Narcita M. Ilao1, Dr. Nerrie E. Malaluan2
narcita.ilao@deped.gov.ph1, nerrie.malaluan@g,batstate-u,edu,ph2
https://orcid.org/0000-0001-5413-06771, https://orcid.org/ 0000-0001-7898-12142
Batangas State University
Rizal Avenue Batangas City, Philippines1-2
DOI: https://doi.org/10.54476/ioer-imrj/212258
ABSTRACT
This study ascertained the instructional supervisory engagement of public elementary school heads in the flexible learning environment in the Division of Batangas. It determined the profile of the school heads in terms of highest educational attainment, length of service, related training attended, and ICT literacy. More so, it also identified the school head’s functional level of instructional engagement along with content knowledge and pedagogy, curriculum planning, assessment and reporting, and learning environment. It sought to find out the extent of the manifestation of adaptive leadership skills of school heads. Further, it assessed the relationship of the school heads’ profile with the functional level of instructional engagement and the extent of manifestation of leadership skills and the relationship between the school heads’ level of instructional engagement and the extent of manifestation of adaptive leadership skills to propose a supervisory instructional plan. Meanwhile, the study used a descriptive research design that involved 235 school heads and 380 teachers from public elementary schools in the Schools Division of Batangas Province. Survey questionnaires, focus group discussions, and interviews were used as data-gathering tools. Results revealed that school heads are strongly acquainted with the teaching profession and leadership as manifested in their profile. They have high functional engagement in content knowledge and pedagogy, curriculum planning, assessment and reporting, and in learning environments. Further, no association was found between the respondents’ highest educational attainment, length of service and the functional level of instructional engagement, and the manifestation of leadership skills. Whereas, a number of related training attended showed a relationship between content knowledge and pedagogy same as true with the ICT literacy associated with curriculum planning, communication, and in human relations the rest of the components revealed no significant relationship.
Keywords: instructional supervisory plan, flexible environment, new normal, school heads