PPSSH as Practice and Perform by then Supervisors and Teachers amidst

the Global Pandemic: Its Implication to the Learning Capability of

Elementary Pupils at Lumba-Bayabao II District
 CHAPTER 1

THE PROBLEM

Introduction

Whether they are called headmasters, principals or directors,

school leaders play an important motivating and coordinating role in

education systems’ COVID-19 responses. Here are our recommendations

to support them in this critical role. Over the past few weeks, school

leaders’ roles have been unexpectedly and dramatically changed by the

COVID-19 crisis. The unprecedented nature of this situation means

there is no set direction for them to follow.

School leaders are like actors in a play where the story, the script

and costumes have all changed mid-performance, and they are on stage

improvising to adjust to their new role. Very few school leaders have

thorough training and support for their role, and even fewer have been

given clear guidelines on their expectations through disaster response

and recovery.

Despite these daunting circumstances, we have seen incredibly

inspiring school leaders acting to ensure the safety and wellbeing of

families and minimizing the disruption faced by out-of-school children.

This was a change in the logistics of teaching and in the focus of

education. The first priority of the school was not high-stakes

standardized testing, nor daily pacing guides, but rather the emotional

and social health of students.

This change in the schools’ priorities fit well with the preparation

of our teacher candidates at our Midwest regional teaching university.

Our focus was to prepare teachers of students, not teachers of

mathematics or English. While our secondary teacher candidates did not

have all the tools and technology skills needed to switch to online

teaching immediately, they did know it was the relationship with the

learner that was most important.

Hence, Supervisory practice is an approach often used in social

work where it is expected that all practitioners will engage in regular

discussions of and reflections on their practice. It is essentially the

practice of monitoring the performance of school staff, noting the merit

and demerits and using befitting and amicable techniques to ameliorate

the flaws while improving on the merits thereby increasing the standard

of schools and achieving educational goals. This requires the principal to

oversee, assess, evaluate and direct teachers to ensure that the school is

meeting its goals. A closer, regular and continuous instructional

supervisory practice rather than snappy, unscheduled and partial

supervision is what is urgently needed especially now that a lot of

changes have been introduced into the school curriculum (Sule, 2015).

When teachers are not well supervised, effectiveness in instruction

will be adversely affected and the instructional purposes may not be well
realized. Negligence in the improvement of instruction through improper

instructional supervisory practices by school heads may go on without

being detected. This may lead to low quality of instruction and invariably

teachers’ lack of commitment to their job (Nakpodia, 2011). Nowadays,

parents and guardians of students in Calabar South Local Government

Area of Cross River State are becoming more curious about the kind of

education given to their children and wards. Quite often, they show their

concern by demanding that the school should teach better than in the

past Effective Supervisory practices, anyone can learn the skills and

behaviors that result in effective supervision. Building good relationships

with employees, strengthening their willingness to work smarter and

harder, and gaining the fundamental skills that every supervisor need

make for effective supervision and help provide high-quality service to

the community (Effective Supervisory Skill Building Study Guide,2020).

In today’s schools, school heads are often overwhelmed with daily

administrative duties, and often work alone and have very few

opportunities for discussion and exchange with their peers, regarding

their practices. Therefore, to achieve the quality goals determined in the

program, training for principals was also prioritized to ensure more

effective teacher supervision methods. For school heads to be competent

in their work, they have to be professionally developed.

Professional development helps employees continue to not only be

competent in their profession, but also excel in it. It should be an

ongoing process that continues throughout an individual's career.

Actively pursuing professional development ensures that knowledge

and skills stay relevant and up to date, (Basque, 2012).

In the school system, it is the responsibility of the school head to

develop and maintain teachers’ competence. The instructional

supervisory activities by the school head include: checking of teachers’

lesson notes, scheme of work, pupils’ notes, teachers’ punctuality,

teachers’ regularity in class, classroom observation, demonstration,

conferencing, workshop, micro-teaching, moderation of examination

question papers and moderation of marking schemes among others. To

carry out these tasks, the school head must have supervisory capacity to

enforce this task and also encourage the teachers to utilize their talents

when necessary so that at the end, instruction and instructional

procedures can be improved (Sule,2015).

In line with the commitment of the Department of Education

(DepEd) to support school heads so they can better perform their roles in

schools, including the improvement of teacher quality, and, through this,

learner achievement, the DepEd issues this Order titled National

Adoption and Implementation of the Philippine Professional Standards

for School Heads under DepEd Order No. 24, series of 2020. The

Philippine Professional Standards for School Heads, which is coaligned

with local and international frameworks, complements the reform

initiatives on teacher and school leader qualities as it addresses career

stages for professional development. The PPSSH defines professional

standards that constitute a quality school head. It has five domains such

as; Leading Strategically, Managing School Operations and Resources,

Focusing on Teaching and Learning, Developing Self and Others, and

Building Connections (DepEd Order 024 s.2020). This study however,

focuses only on the two domains of Focusing on Teaching and Learning

and Developing Self and Others, that would assess the supervisory

practices of school heads.

The DepEd recognizes the importance of professional standards in

the continuing professional development and advancement of school

heads based on the principles of career-long learning. The DepEd

upholds that quality student learning is contingent upon quality

teachers, who are supported by quality school leaders. PPSSH is a public

statement of professional accountability for school heads to reflect on

and assess their own practice as they aspire for and pursue professional

development. The PPSSH defines professional standards that constitute a

quality school head. It shall serve as a public statement of professional

accountability of school heads. It sets out what school heads are

expected to know, be able to do, and value as they progress in their

profession. It provides a common language for high-impact leadership

expected of school heads to guide individual professional reflections, as

well as professional discussions among educational leaders and other

stakeholders, and to inform the provision of professional learning and

development for school heads. PPSSH has five domains such as; Leading

Strategically, Managing School Operations and Resources, Focusing on

Teaching and Learning, Developing Self and Others, and Building

Connections (DepEd Order No. 024 s.2020).

For schools to be effective, they need to look for opportunities to

increase the professional development and job performance of teachers

for the betterment in managing the teaching and learning process, and

this can be done through supervision. Effective professional

development enables educators to develop the knowledge and skills they

need to address students' learning challenges. Professional

development is not effective unless it causes teachers to improve their

instruction or causes administrators to become better school leaders

(Arong and Ogbadu, 2010).

Teacher quality is vital in raising learner achievement. However,

teachers alone cannot bring about substantive changes without effective

leadership. The role of instructional leader is that most often declared to

be central to the functioning of the school head. This declaration may be

found both in the literature and in the statements or evaluations by

school administrators of the school head’s functions. Primary among

these reasons are the settings in which the school head is expected to

function and his individual qualifications for fulfilling the role. Leaders

who can provide the necessary leadership when managing teacher’s

performance can have a large impact on their school’s work environment

and if the impact is positive, it may lead to teachers practicing and

displaying desired behaviors in the workplace, especially in their

commitment towards the school organizations.

According to DepEd, effective leadership is the core of every

successful school. This emphasizes that effective school leaders create a

vision and establish a climate for teachers, non-teaching personnel and

learners to reach their highest level of achievement. They follow a

leadership framework of a transformational leadership which are

“owning,” “coowning,” and “co-creating” (Sardenia, 2020 Daily Journal).

As per observation, the COVID-19 pandemic had inflected too

much change in the lives of people and greater on the educational

system. Changes in the entire system draws too much burden to

parents, learners, teachers, school head, supervisors, curriculum

planners and everyone. It had been noted the drastic change in

instructional supervisory practices among teachers and school leaders.

Face-to-face instruction had been restricted thus shifting to different

modalities had been strictly complied.

With strong desire, the researcher believes that there is a need to

conduct this study. This action research is hoped to expand the

knowledge of readers on the supervisory instructional practices of School

Heads and teachers in times of pandemic which will eventually result to

the implication on the learning capabilities of elementary pupils at

Lumba-Bayabao II District. and the possible recommendations to some

problems in relation to their practices in terms of the two domains and

strands covering (a) Focusing on Teaching and Learning; and (b)

Developing Self and Others.

Theoretical Framework

In this paper, the researcher will make use of Moore’s

transactional distance theory as an analytical framework to review the

work researecher as teachers in an online setting. Transactional distance

theory addresses teaching and learning in contexts other than typical

face to face classrooms (Garrison, 2000; Gorsky and Caspi, 2005; Moore,

2012; Huang et al., 2015). In particular, Moore (2012) challenges the

researcher to look at and think about teaching and learning in separate

locations as a significantly different pedagogical domain.

Transactional distance theory asks us to consider the interplay

between teachers, students, and content in environments where the

teachers and students are physically separated from one another (Moore,

2012). While the “distance” between students and instructors may be far

apart, Moore’s theory looks at the perceived psychological distance that

is created by the interplay between the structure of a course and dialog

with and among the students and instructors (Moore, 2012; Huang et

al., 2015). As Gorsky and Caspi (2005) put it, “the essential distance in

distance education is transactional, not spatial or temporal” (p.2). This

emphasizes the teaching that occurs in an online space through three

facets of instruction, including dialog, structure, and learner autonomy.

Moore notes that the pedagogical constructs of structure and

dialog are critical to diminishing students’ perception of transactional

distance in online courses (Garrison, 2000; Shannon, 2002; Falloon,

2011; Moore, 2012). Structure connotes how the course is designed,

including objectives, teaching strategies, presentations, materials, and

assessment (Garrison, 2000; Moore, 2012; Huang et al., 2015). The

course structure can be rigid or flexible or move between the extremes

based on the content, interactions between the student and or the needs

of the students (Huang et al., 2015; Moore, 2012; Shannon, 2002).

In order to offer variety and individualization that will best support

each learner, the structure must be more forgiving (Huang et al. (2015).

In addition to structure, Moore’s theory talks of the importance of dialog

or constructive interpersonal exchanges that helps the learner solidify

their understanding of the content (Gorsky and Caspi, 2005; Moore,

2012). There is no one fixed conception about how dialog occurs, and

given that there is an ever-increasing amount of tools teachers and

students can use to communicate online, it is critical to ensure that the

opportunities for interaction are promoting student understanding

(Garrison, 2000; Gorsky and Caspi, 2005; Moore, 2012). The level of

interaction between teacher and learner will determine the degree of

learner autonomy (Garrison, 2000). Ultimately, productive dialog lives in

the learning spaces between the conversations students hold with one

another and those students have with their teachers (Gorsky and Caspi,

2005; Moore, 2012).

According to Moore, the interplay between structure and dialog

and transactional distance are also mediated by the student’s ability to

exercise learning autonomy (Garrison, 2000; Moore, 2012; Huang et al.,

2015). “The greater the transactional distance, the greater responsibility

is placed on the learner” (Garrison, 2000). Here the instructor needs to

consider the learner’s ability to manage their learning, recognize if the

format is working or not for students, and make meaningful adjustments

to promote student learning (Garrison, 2000; Shannon, 2002; Moore,

2012). At one end of the spectrum, the student would be driving their

learning, while at the other end, the teacher would have complete control

over the way students experienced content delivery (Garrison,

2000; Moore, 2012).

Transactional distance theory informed our practice as we adopted

new methods to compensate for imposed distance constraints. In

particular, we used it as a lens through which we could examine our

work when all teaching and supervision moved online due to the Covid-

19 pandemic. It was essential that we examine the degree of learner

autonomy that resulted when student teachers were removed from the

classroom environment and placed in remote learning rooms. This online

learning atmosphere required new methods for communicating with our

students, as well as newly learned online pedagogy for both the professor

and students, ultimately creating unforeseen structural barriers.

Conceptual Framework

In this undertaking, the researcher will gear towards investigating

and assessing the Philippine Professional Standard School Heads as

practice and perform by Supervisor and teacher in times of pandemic

and its implication on the learning capabilities of elementary pupils of

Lumba-Bayabao II District. This study is anchored on various concepts

relevant to leading strategically, Managing School Operations and

Resources, Focusing on Teaching and Learning, Developing Self and

Others and Building Connections. In particular, the study is anchored on

the Philippine Professional Standards for School Heads- PPSSH, (DepEd

Order 042 s. 2020).

The purpose of this study is to determine implication of the the

PPSSH as practice and perform by supervisor and teacher in the learning

capabilities of elementary pupils. Based on what the needs are, the

school heads will be encouraged to examine what changes may be

needed in the school, so that supervisory practices can be more

effectively incorporated into the school.

The domain of Focusing on Teaching and Learning has the

following indicators such as (a) School-based review, contextualization,

and implementation of learning standards; (b) Teaching standards and

pedagogies; (c) Teaching performance feedback; (d) Learning achievement

and other performance indicators; (e) Learning assessment; (f) Learning

environment and; (g) Career awareness and opportunities; Teaching,

according to Oriahi (2006), is the programmed development of the child

in a classroom setting by someone who has undergone the prerequisite

training and is ascribed with the full responsibility of managing the

classroom in such a way as to enhance the learning process. 

Sequeira (2012) observed teaching as a set of events, outside the

learners which are designed to support internal process of learning.

Teaching is outside the learner while learning is internal to learners. As

teachers we tend to think that teaching is all about teachers and our

role; in fact, the most important aspects of the educational process are

the students and what they learn.’ This leads us to consider what we

mean by 'learning

The second domain, Developing Self and Others has eight

indicators such as (a) Personal and professional development; (b)

Professional reflection and learning; (c) Professional networks; (d)

Performance management; (e) Professional development of school

personnel; (f) Leadership development in individuals and teams; (g)

General welfare of human resources and; (h) Rewards and recognition

mechanism.

Figure 1 shows the variables of the present study. As illustrated,

the dependent and independent variables served as the parameters

outlined in the study. The first box contains the demographic profile of

the respondent teachers, and school heads that includes the age, length

of service, educational attainment, trainings as teacher or supervisor,

designation, and OPCRF RATING constitute the independent variables.

The second box contains the PPSSH as practice and performs by

supervisors and teachers which cover the domains with several strands

(a) Focusing on Teaching and Learning; and (b) Developing self and

others, constitutes the dependent variables. The third box, the output,

contains the implication of the study on the Learning capabilities of the

pupils.

The interplay of these variables is expected to create a school

environment that would create opportunities for the school heads and

teachers to improve their supervisory practices. The schematic diagram

for the conceptual framework of the study is presented in figure 1.

Independent Variable Dependent Variable Output

SCHOOL HEADS’ PPSSH AS

PRACTICE ANF
AND TEACHERS’ PERFORM BY
IMPLICATION
SUPERVISORS AND
DEMOGRAPHIC OF LEARNING
TEACHERS

PROFILE CAPABILITIES
2.1Focusing on
Teaching and OF
Learning
ELEMENTARY
1.1 Age
2.2Developing PUPILS
Self
1.2 Length of and Others

Service

1.3 Educational

Attainment

1.4 Trainings as

Teacher or

Supervisor

1.5. Designation

1.6 OPCRF Rating

Figure 1. Schematic Diagram of the Study

Statement of the problem

This study will determine the PPSSH supervisory competence as

practice and perform by supervisors and teachers hence will give

implication on the learning capabilities of the elementary pupils in times

of pandemic.

Specifically, it will seek to answer the following questions:

1. What is the school heads’ and teachers’ profile in terms of

1.1Age

1.2 Length of Service

2.3 Educational Attainment

2.4 Trainings as teacher or supervisor

2.5 Designation

2.6 OPCRF rating

2. What are the supervisory competence enclosed in PPSSH as practice

and perform by supervisors and teachers in times of pandemic?

3. Is there a significant difference in the school heads’ and

teachers assessment of their supervisory practices when grouped

according to their demographic profile?

 5. Is there a significant relationship between PPSSH supervisory

competence as practice and perform by supervisor and teacher and

the learning capability of the elementary pupils?

6. What implication can be drawn to further enhance the PPSSH

supervisory practices of school heads and teachers?

Statement of Hypotheses

The following hypothesis will be tested at 0.05 level of significance.

Ho1: There is no significant difference in the school heads’ and

teachers assessment of their supervisory practices when grouped

according to their demographic profile.

Ho2: There is no significant relationship between PPSSH

supervisory competence as practice and perform by supervisor and

teacher and the learning capability of the elementary pupils.

Significance of the Study

This study is beneficial to the following:

School Heads. The school heads will benefit from this study

because they would be able to identify their strengths and weaknesses in

times of pandemic.
 DepEd Officials. They can also benefit from this study through

implementing recommendations to uplift the supervisory competence of

the school heads. This way, School Heads would assist in bringing

quality education in rural areas.

Teachers. They will be the final beneficiary of this study. If by and

large the school heads will perform better after having decided to grow

professionally on the basis of the result of this study, the teachers will

ultimately perform well, too.

Future researchers. The researcher may broaden their knowledge

on the best supervisory practices of school heads and teachers. Likewise,

this can also serve as a baseline data to be considered by the future

researcher.

The Ministry on Education – BARRM. The results of the study

will serve as baseline data to formulate plans, programs, activities and

policies geared towards supervisory practices of the school. Likewise, it

will form part of the existing literature associated with the supervisory

practices of school heads and teacher in Lumba-Bayabao II District, in

the entire Ministry of Basic, Higher, and Technical Education-

Bangsamoro Autonomous Region in Muslim Mindanao (MBHTE-

BARMM).

As a whole, the result of this study may guide future researchers

in enhancing the recommendations to improve the supervisory practices

of school heads and teachers to meet the goals of quality education in

the country.

Scope and Limitation of the Study

This study is limited to the PPSSH competence as practice and

perform by supervisors and teachers and its implication on the learning

capabilities of elementary pupils at Lumba-Bayabao II district. The

competence focusing on the domains and competency strands covering:

(a) Focusing on Teaching and Learning; and (b) Developing Self and

Other. It will further assess the supervisory practices of the school

heads.

The respondents of this study will be the selected teachers in the

Lumba-Bayabao in the school year 2020-2021. Proportionate stratified

random sampling formula will be utilized in order to avoid biases in this

study.

Definition of Terms

To be able to establish a point of reference, the following

terminologies are operationally and conceptually defined as used in this

study.
 Supervisory Practice. Supervisory practice is the ability of the

school heads to work with his employees to delegate roles and

responsibilities and establishes suitable goals and action plans. In this

study, this refers to the school heads supervisory practices on the two

domains and competency strands.

Supervisory Performance.  Supervisory Performance refers

to skills used by managers that help them perform their job. In this

study, it refers to supervisory skills or traits that allow school heads to

perform their tasks.

School Heads. School Head refers to the person with the highest

authority or most important position in a school. He is responsible for

the effective general management of the School, for ensuring the

provision of academic leadership and strategic vision, and for the quality

of the student experience. In this study, it refers to the selected school

heads in selected elementary schools of Lanao del Sur I Division.

Teachers. Teacher is a person who teaches, especially in a school.

Instructional supervision. Instructional supervision is a way of

stimulating, guiding, improving, refreshing and encouraging and

overseeing certain group with the hope of seeking their cooperation in

order for the supervisors to be successful in their task of supervision

Ogunsaju (1983). I this study, it refers to the instructional supervisory

skills of the school heads.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The selected literature and studies from various sources are being

presented in this Chapter. They will be chosen based on their importance

to this report. Some have an impact on this report. Others will be taken

from by books, journals, guides, posts, and internet, from hypotheses

variables, and models. The aim relating to the present issue under

investigation will also be achieved. Insights will also be presented to

show the significance of Focusing on Teaching and Learning, and

Developing self and Others.

Theories on Instructional Supervision

Supervision is a way of stimulating, guiding, improving, refreshing

and encouraging and overseeing certain group with the hope of seeking

their cooperation in order for the supervisors to be successful in their

task of supervision, Ogunsaju (1983). Supervision is essentially the

practice of monitoring the performance of school staff, noting the merit

and demerits and using befitting and amicable techniques to ameliorate

the flaws while improving on the merits thereby increasing the standard

of schools and achieving educational goals. The aims of instructional

supervision are to provide objective feedback to teachers; to diagnose and

solve teaching problems; to help teachers develop their strategies and

skills; to evaluate teachers for promotions or appointments; and to help

teachers maintain a positive attitude. Supervision in school therefore is a

vital process and combination of activities which is concerned with the

teaching and improvement of the teaching in the school framework.

Types of Supervision:

Autocratic Supervision. In this type, the authority is centralized in the

key person or head, who has been legally appointed to look after the
organization. The policies and techniques of the school program are

directed by him. Here, the authority and power may be delegated to the

supervisors who are directly responsible to the head. There is quick

communication between the authority and supervisors so that they can

be easily contacted and ordered to carry out definite directions. All

suggestions and prescriptions of duties and activities come from one

person and may be passed down, the line and performance are checked

in the same manner upward. Supervisors are appointed in

establishments are the inspectors. Generally, the inspectors visit

individual teachers’ classes, meet them individually to solve their

problems. Students are also assisted individually. The authoritarian

leader remains in the focus of the group’s attention.

In autocratic supervision conflict, friction and antagonism soon

develop. There is repression of individual personalities and no attempt is

made to utilize the intelligent and talent of the supervisors. There is great

wastage of both talent and energy.

Democratic Supervision. Here authority is based on superiority of

knowledge, skill and capacity and not on legal sanctions. There is

decentralization of power. Every supervisor is required to contribute his

best towards purposes and welfare of group. The talents of all workers

are utilized fully. There is maximum possible participation of all workers

in determining policies, procedures and final evaluation. Each individual

personality is respected and considered of supreme value. Equality is

practiced in all matters; emphasis is placed on mutual relationship and

respect for one another.

The scope of educational supervision extends to all the areas of

educational activity with the larger purpose of improving the product of

education through the upgrading of the quality of instruction and other

school practices. “Education is now conceived as a powerful social force

for the development of personality and the values of the democratic

social order. Democratic philosophy extends the scope of supervision to

the ultimate goals and values of education determined democratically

through the participation of all the people concerned with the educative

process. Democracy requires supervision should be made more and more

participatory and co-operative. “In India we believe, in democratic

philosophy. So, our conduct, behavior and activities should be governed

by the democratic philosophy of life. This is true of education and also

educational supervision. Hence supervision should be a cooperative

enterprise in which everyone has the right to contribute. Democratic

supervision provides full opportunity to discussion, welcomes free

expression of views and opinions, enlists participation of all persons and

utilizes their contribution for the improvement of the teaching-learning

situation and process.

 Studies revealed that behavior of supervisors changed as supervisees

gained experience, and the supervisory relationship also changed. There

appeared to be a scientific basis for developmental trends and patterns in

supervision. In general, the developmental model of supervision defines

progressive stages of supervisee development from beginner to expert,

with each stage consisting of discrete characteristics and skills. The

developmental model of supervision defines progressive stages of

supervisee development from beginner to expert, with each stage

consisting of discrete characteristics and skills. For example, supervisee

at the beginner stage would be expected to have limited skills and lack

confidence as counsellors, while middle stage supervisees might have

more skill and confidence and have conflicting feelings about perceived

independence/dependence on the supervisor. A supervisee at the expert

end of the developmental spectrum is likely to utilize good problem-

solving skills and be deeply reflective and intuitive about the counselling

and supervisory process (Haynes, Corey, & Moulton, 2003, Jones, 2008).

School heads, as stewards of schools, play a crucial role in ensuring

an enabling and supportive environment for effective teaching and

learning. Through their quality leadership and management, the

Department of Education (DepEd) can develop quality teachers and

"holistic learners who are steeped in values, equipped with 21 st century

skills, and able to propel the country to development and progress"

(DepEd Order No. 42, s. 2017). This is consonant with the DepEd's vision
of producing "Filipinos who passionately love their country and whose

values and competencies enable them to realize their full potential and

contribute meaningfully to building the nation" (DO No. 36, s. 2013).

DepEd Order 24 series of 2020 institutionalizes a set of professional

standards for school heads, which articulates the professional practice

expected of a quality school head. The Philippine Professional Standards

for School Heads shall be the foundation of relevant human resource

systems, policies, guidelines and mechanisms, including the

recruitment, selection and placement, performance appraisal, rewards

and recognition and talent management of school heads, and the basis

for all their professional development programs. Through the PPSSH,

DepEd commits to: support school heads in the performance of their

mandates and roles in the regions, schools’ divisions and/or schools,

including the improvement of teacher quality, and eventually, learner

achievement; promote the continuing professional development and

advancement of school heads based on the principles of career-long

learning; and; help school heads reflect on and assess their own practice

as they aspire for and pursue professional development. This policy

institutionalizes the PPSSH as a public statement of professional

accountability for school heads to reflect on and assess their own

practice as they aspire for and pursue professional development. This

policy is consistent with the implementation of the Philippine

Professional Standards for Teachers adopted through DepEd Order No.

42, s. 2017, the transformation of the National Educators Academy of

the Philippines pursuant to DO 01 1, s. 2019, and the implementation of

the Philippine Professional Standards for Supervisors (PPSS).

The Philippine Professional Standards for School Heads (PPSSH)

introduces a continuum of professional practice that supports school

heads to pursue career progression amid various national and

international reforms such as the K to 12 Basic Education Program and

the Philippine Professional Standards for Teachers, as well as ASEAN

integration, globalization, and the changing character of the 21 st century

learners. The PPSSH defines professional standards that constitute a

quality school head. It shall serve as a public statement of professional

accountability of school heads. It sets out what school heads are

expected to know, be able to do, and value as they progress in their

profession. It provides a common language for high-impact leadership

expected of school heads to guide individual professional reflections, as

well as professional discussions among educational leaders and other

stakeholders, and to inform the provision of professional learning and

development for school heads.

The PPSSH Framework

Depicts the synergy' between maximizing school effectiveness and

ensuring people effectiveness through a broad sphere of instructional

and administrative practices stipulated in the five domains of the PPSSH.

It has five domains such as Leading Strategically, Managing School

Operations and Resources, Focusing on Teaching and Learning,

Developing Self and Others, and Building Connections. The five domains

constitute a broad conceptual sphere of leadership practices for all

school heads. The placement of learners at the center of the framework

emphasizes the important role of school heads for the improvement of

learner achievement. However, this study is focused only on the two

domains such as, Focusing on Teaching and Learning, Developing Self

and Others in assessing the supervisory practices of the school heads by

the teachers.

PPSSH Domains and strands

In this study, it focuses only of the two domains relating to the

supervisory practices of school heads and the strands that comprise

them. The two (2) domains collectively comprise 14 strands that refer to

specific dimensions of school leadership practices. The placement of

learners at the center of the framework emphasizes the important role of

school heads for the improvement of learner achievement.

The first domain, Focusing on Teaching and Learning, concentrates

on the work of school heads in promoting quality teaching and learning.

This domain emphasizes the school heads’ commitment in providing

instructional leadership towards improving competence among teachers

and outcomes among learners. In this domain, school heads are

expected to provide technical assistance on instruction that relates to

curriculum, practice, and performance. They should also create a

learner-centered environment that ensures access to inclusive, excellent,

relevant and liberating education. This domain has four (4) strands such

as School-based review, contextualization and implementation of

learning standards, Teaching standards and pedagogies, Teacher

performance feedback, and Learner achievement and other performance

indicator.

Humanism is an approach that believes learning is seen as a

personal act to fulfill potential. Humanists believe that it is necessary to

study a person as a whole, particularly as they grow and develop over

their lifetime. Rogers (1983) and other developed the theory facilitative

learning based on a belief that people have a natural human eagerness to

learn and that learning involves changing your own

concept of yourself. This theory suggests that learning will take place if

the person delivering it acts as a facilitator. The facilitator should

establish an atmosphere in which her learners feel comfortable, are able

to discuss new ideas and learn from their mistakes, as long as they are

not threatened by external factors.

The attitudes of principals and teachers create an atmosphere for

learning, often referred to as school climate that influences school

effectiveness. Other research shows that atmospheres of trust, shared

vision, and openness create positive school climate conditions. Little is

known, however, about how these climates emerge in some schools and

not others. There is good theoretical reason to suspect that interpersonal

relationships between principals and their teachers influence school

professionals’ attitudes that define the broader school climate. Theories

from organizational studies, social psychology, and sociology inform

hypotheses about how affective; cathectic responses from interpersonal

principal–teacher relationships explain variation in school professionals’

satisfaction, cohesion, and commitment levels. Research Design:

Nationally representative data from the Schools and Staffing Survey,

2003–04, match principals to teachers in public elementary schools.

Using structural equation modeling, relational mechanisms between

principals and their teachers are identified and explain positive principal

attitudes. This process is then linearly regressed to explain the effects of

these relationships on teachers’ attitudes. Findings: Principals’

relationships with their teachers affect principals’ and teachers’

satisfaction, cohesion, and commitment levels. Among principals, these

positive work relationships improve job satisfaction, cohesion

perceptions, and commitment levels. Among teachers, substantial

variation is explained directly by the relationship mechanism of

principals sharing expectations with their teachers. Conclusions: School

professionals’ attitudes form under similar organizational conditions as

those of other workers. These relationships affect the schooling

environment. Because of their centrality and leadership position,

particular focus is paid to role of the principal in these relationships. The

relationships of principals, as the school leader, strongly and directly

affect teachers’ attitudes, which define the schooling climate (Price 2012).

CHAPTER 3

RESEARCH METHODOLOGY

This Chapter deals with the research design and methodology-related

matters namely; research locale, respondents and sampling technique

used, research instruments, data gathering procedure, scoring procedure

and statistical tools employed in the analysis of data.

Research Design

The researcher will utilize a descriptive research design approach

as it is deemed by the researcher as appropriate and most effective

method to attain the success of the objectives of the study for the

quantitative and qualitative inquiry. It aims to accurately and

systematically describe a population, situation or phenomenon. It can

use a wide variety of research methods to investigate one or more

variables.

This design will be adopted by the researcher to describe the

PPSSH supervisory competence as practice and perform by supervisors

and teachers in times of pandemic and its implication on the learning

capabilities of elementary pupils. Data gathering will be done using a

modified questionnaire that will be formulated by the researcher

following the descriptive design approach.

Research Locale

The research study will be conducted among the selected elementary

school heads and teachers of the Division of Lanao del Sur I during the

school year 2021-2022. The Division of Lanao del Sur has

_____________________ elementary schools, that also include central

elementary schools. Of these _______________, _______________ of them

will be chosen as the respondents of this study to assess their PPSSH

supervisory competence of school heads and teachers in determining the

learning capabilities of elementary pupils.

Many of the schools under Lanao del sur 1 Division are spearheaded

by designated school heads and itemized elementary school heads. These

school heads rely greatly on the support they could get from local and

national level for the improvement of the school’s facilities.

Sampling Design

The researcher will utilize the probability sampling method

stratified random sampling. Each respondent will be chosen among the

selected elementary schools and each member has an equal chance of

being included in the sample. Members in each of these groups should

be distinct so that every member of all groups get equal opportunity to be

selected using simple probability. On the other hand, with the great

number of populations, Raosoft formula will be used to get the sample

size of the teachers in every schools to determine the sample

distribution. The Raosoft formula allows the researcher to calculate an

ideal sample size given a desired confidence level, and the estimated

proportion of the attribute present in the population. Raosoft formula is

considered especially appropriate in situation with large population.

Every possible sample of a given size has the same chance of selection.

Respondents of the Study

The respondents of the study will be teachers in elementary level

from selected districts with large number of schools in the Division of

Lanao del Sur 1 during the School Year 2020-2021. The selected central

elementary school heads of Lanao del Sur I Division are the population of

this research.

There are ________ Districts and ___________ public elementary

schools in the Division of Lanao del Sur I. Out of this ________ Districts,

__________ districts with large number of schools will be chosen as the

respondents of this study, having a total number of _________________

elementary schools based on the records of the Division Planning Unit of

Lanao del Sur I. Most of these schools are administered by a designated

school heads and ______________ itemized school head. Random sampling

will be used in this study. Out of _________________elementary schools in

the Lanao del Sur I Division, the respondents will be taken from the 84

selected elementary schools in the division of Lanao del Sur I.

The researcher will also use the online randomizer to get the

sample; thus, to identify how many percent per sample teachers in a

school of each district will be the respondents of this study.

 Table 1

Teachers per District in Lanao del Sur

Name of No. of No. of Percentag Sample

Elementary Teachers e of the
District Schools Total # of
Teachers

Total

Research Instrument

In order to get the personal profile of the participants to include

age, length of service and educational attainment, trainings as teacher or

supervisor, designation and OPCRF rating, the researcher will use the

make use of a questionnaire. The questionnaire will be constructed by

the researcher for the purpose of gathering the essential information of

the participants that are needed in this study. With this design, both

quantitative and qualitative methods which involve systematic and

objective collection and analysis of data will be adopted to elicit

responses from the participants in order to find solutions to the

problems identified.

On the other hand, the Philippine Professional Standards for

School Heads (PPSSH) of the school heads will be used to determine their

supervisory competence as practice and perform by school heads and

teachers. The Supervisory competence enclosed in PPSSH will determine

its implications on the learning capabilities of the elementary pupils n

times of pandemic. Focusing on Teaching and Learning, and Developing

self and others will be used in this study. Since PPSSH is newly

implemented tools in assessing the competence of the school heads and

teachers in performing his/her work, the researcher will distribute this

to the respondent teachers to assess their school heads’ supervisory

practices. The study will utilize a researcher-questionnaire which will be

administered to the selected elementary school heads and teachers in

Lanao del Sur I Division. Mean and standard deviations will be used to

assess the supervisory practices of the school heads and teachers.

Data Gathering Procedure

In gathering the data, the researcher will request from the Schools

Division Superintendent to allow her to conduct the study in the division

of Lanao del Sur I. Before administering the survey, the researcher will

send a formal letter to the school heads through the district supervisor in

Lanao del Sur I Division, requesting to gather the data necessary for the
study. When the request has been approved, the researcher, with the

approved letter will visit the target school and will start gathering the

necessary data by going around the different offices to extract the

supervisory practices of the school heads with the personal data sheet of

the participants’ teachers. The researcher will aim to obtain first-hand

information about the supervisory practices of school heads as assessed

by themselves in correlation to their supervisory practices as assessed by

their teachers. The personal data sheet together with the questionnaire

will be retrieved after the participants’ fill them out and finished

answering. The research data is collected through: (1) test, (2)

observation, and (2) interview. The test will be applied to map out the

practices of the school heads and teachers.

The secondary data, the performance rating of the school heads for

the school year 2019-2020 as rated by themselves, will come from the

records file of the school heads and teachers in school. This will be asked

before the distribution of the primary data which is the assessment tools

on the supervisory practices of the school heads and teachers in times of

pandemic.

Scoring Procedure
 The researcher will adopt the scoring procedure used by the

Department of Education particularly in rating their school heads using

the PPSSH evaluation form because the PPSSH is the primary source of

the researcher to determine the supervisory practices of the respondents.

While there is no prescribed distribution of the 2 domains, this research

proposes to weight and allocate a 50% each. Thus, instrument specifies

that for the school heads and teachers, the distribution of the rating is as

follows: Focusing on Teaching and Learning-50% Developing Self and

others-50%.

Scale Range Qualitative Qualitative Equivalents

Equivalents
4 3.50 – 4.00 Can Support Doing it well and can lead
Training-CST others to do the same
3 2.50 – 3.49 Need Enhancement Doing it but need to
Training-NET improve
2 1.50 - 2.49 Strong Need for Doing a little of this and
Training-SNT need to learn more
1 1.00 - 1.49 Urgent Need for
Training-UNT Not Doing this yet

Statistical Treatment of Data

For the analysis of data, the following statistical tools will be used:

For Problem 1, Frequency and Percentage (%) will be used to

describe the profile of respondents in terms of age,

length of service, educational attainment, and

 designations, trainings as teacher or supervisor

and OPCRF Rating

For problem 2, Frequency and percentage (%) will be used to

describe the school heads and teachers’

supervisory competence in times of pandemic.

For problem 3, Independent T-test will be used to determine the

difference in in the school heads’ and teachers’

PPSSH competence when grouped according to

their profile.

For problem 5, Pearson R/ Pearson Coefficient Moment Correlation

will be used to determine the significant

relationship between school heads’ and teachers’

supervisory competence in PPSSH.