UNVEILING THE ESSENCE OF ENHANCING TEACHER QUALITY: AN

EXPLORATION OF EFFECTIVE CLINICAL SUPERVSION PRACTICES AND

IMPACTS

ANGELO A. UNAY

Proponent

 A Research Proposal Submitted in

Partial Fulfillment of the Requirements for the Subject

ED 704 & ED 705: Harmonized

 Master of Arts in Educational Leadership and Management (MA EDLM)

Philippine Normal University

August 2023

pg. 1
 TABLE OF CONTENTS

CHAPTER 1: The Problem and Literature Review

A. Background of the Study........................................................................................3

B. Literature Review...................................................................................................5

C. Research Problem.................................................................................................. 17

D. Conceptual Framework.......................................................................................... 18

E. Scope and Limitation............................................................................................. 20

F. Definition of Terms.................................................................................................20

CHAPTER 2: Procedures

A. Qualitative Design and Methodology......................................................................22

B. Research Site............................................................................................................22

C. Selection Criteria and Participants...........................................................................23

D. Data Collection.........................................................................................................23

E. Data Analysis....................................................................................................... ...24

F. Role of Researcher...................................................................................................25

G. Method of Validation...............................................................................................26

H. Potential Ethical Issues............................................................................................27

References...........................................................................................................................28

Curriculum Vitae.................................................................................................................35

pg. 2
 Chapter 1 The Problem and Literature Review

Background of the Study

Teachers are undeniably the most crucial school-based determinant of student learning, as they

wield significant influence in shaping educational experiences. Consequently, improving teacher

quality becomes a paramount factor in enhancing student learning outcomes.

Numerous studies support the notion that teaching quality directly affects student achievement. A

study by the Organization for Economic Cooperation and Development (OECD) in 2005

highlighted the critical role of teaching quality in the success of educational systems. It

emphasized that ensuring high-quality teaching demands continuous support, training, and

feedback to teachers (Darling-Hammond, 2017). Among the various approaches to enhancing

teaching quality, clinical supervision stands out as a promising avenue, necessitating further

investigation of its effectiveness and identification of best practices (& Kim, S. H., & Lee, H. S.,

2019). This research aims to explore how clinical supervision can contribute to enhancing

teaching practices, ultimately benefiting students' academic achievements and overall

educational experiences.

The importance of clinical supervision in teacher professional development is evident,

particularly in the context of the Philippines, where the Department of Education (DepEd)

mandates the implementation of a teacher supervision and evaluation system in public schools.

The Philippine Professional Standards for Teachers (PPST), introduced in 2017 by the

Department of Education, establishes a framework for teacher quality and competence that

includes supervision and evaluation as a key area of focus.

This study also carries implications for policy and education reform. By investigating the

effectiveness of clinical supervision within the framework of the Philippine Professional

pg. 3
Standards for Teachers (PPST) and the mandated teacher supervision and evaluation system,

valuable insights can be offered to policymakers and education leaders. These insights may lead

to the refinement of existing policies, the design of effective teacher professional development

programs, and the promotion of evidence-based reforms, ultimately elevating the overall quality

of education in the country. Additionally, the research aims to identify best practices in clinical

supervision, exploring different supervision models, such as the collaborative model versus the

traditional model. These findings can serve as guidance for schools and educational institutions

in adopting more effective supervision approaches, fostering teacher growth, engagement, and

professional development.

Moreover, investigating the challenges and opportunities associated with implementing clinical

supervision in public elementary schools is crucial. Overcoming barriers to effective supervision

is vital, and the research can inform strategies to address resource constraints, build support

structures, and cultivate a positive perception of supervision among teachers. This can lead to

more successful implementation and positive outcomes.

As the research contributes to the scholarship on teacher professional development, it sheds light

on the impact of clinical supervision on teacher knowledge, skills, and attitudes. The empirical

evidence gathered can guide future studies in this area, providing a comprehensive understanding

of how supervision can serve as a key driver for continuous improvement among educators.

In conclusion, this research plays a significant role in advancing the field of education and

teacher development in the Philippines. By exploring the impact and effectiveness of clinical

supervision from the perspective of teachers, it informs policy, identifies best practices,

addresses challenges, and ultimately elevates teacher quality, positively influencing the overall

quality of education in the country.

pg. 4
Literature Review

The evaluation of teachers within the Department of Education is anchored on the Results-based

Management System (RPMS), which was introduced in the country in 2012. This system

incorporates explicit accountability mechanisms and recognizes individual contributions made

by school heads, teachers, and staff members in the planning and implementation of the annual

implementation plan. The establishment of RPMS aims to strengthen the linkage between the

Strategic Performance Management System and organizational goals, while also ensuring that

individual accountabilities are cascaded throughout all levels (Read & Atinc, 2017). The

evaluation of Department of Education of teachers' performance is centered on five Key Result

Areas (KRAs): 1) content knowledge and pedagogy, 2) learning environment and diversity of

learners, 3) curriculum and planning, 4) assessment and reporting, and 5) plus factors (DepEd,

2018).

It is observed that while principals often observe classroom teaching, there seems to be limited

support for subject knowledge. Instead, the focus is primarily on supporting teaching practices

(Demombynes, 2018). In addition, teacher's professional development is contingent upon

teachers holding a bachelor's degree, full state certification and/or licensure, and demonstrating

sufficient content knowledge in each subject they teach. Notably, the overall performance of

teachers varies significantly based on factors such as gender, age, experience, qualifications, and

their specific professional position (Andrews, 2012; Tang, 2010). Considering the continuous

process of change in the education landscape, teachers must continually engage in learning,

growth, and adapt to new teaching techniques, content standards, and curricula (Fisher, Frey &

Nelson, 2012).

pg. 5
The study by Buddin and Zamarro (2009) revealed that teacher experience is the most significant

factor contributing to effectiveness and has the greatest impact on students' achievement.

Similarly, Kini and Podolsky (2016) claimed in their research that teaching experience is

positively correlated with students' academic progress throughout a teacher's career. Teachers'

effectiveness tends to improve with years of experience, which may be most pronounced in their

first few years and continues to be important as they progress in their careers. As teachers gain

more experience, their students not only show better performance on tests but also exhibit

positive outcomes in other measures of success, such as school attendance.

Moreover, teachers' effectiveness improves at a faster rate as they accumulate experience within

the same grade level, subject, or district, especially when they work in a supportive and collegial

environment. This leads to greater student learning for both their colleagues and their school, in

addition to their own students. Providing meaningful professional development opportunities for

in-service teachers is an ongoing process that requires thoughtful and purposeful planning by

educational leaders (Smith, 2016). Berne et al. (2011) noted that with the many expectations

placed on teachers, it can be challenging for them to attend professional development sessions

and immediately implement new ideas into their classroom practices. Therefore, academic

leaders are tasked with providing effective professional development for teachers in a manner

that ensures a meaningful experience and facilitates the application of new knowledge into

classroom practice.

Meanwhile, Demombynes (2018) in the World Bank report found that most teachers in the

Philippines receive some form of in-service training, but the duration of these training sessions is

shorter than in other countries. Often, these trainings are conducted as 'mass training' sessions in

schools or DepEd offices, with outside experts rarely involved, and the training may not be

pg. 6
aligned with the specific needs of schools or teachers. Similarly, Darling-Hammond (2007)

emphasized that successful school programs cannot be effectively implemented if teachers are

unaware of how to properly apply them in their specific context. Consequently, effective

professional development should be an ongoing process, embedded in practice, linked to school

reform, and problem-based (Shelton, 2009). Teachers who demonstrate commitment to their own

professional development also play a significant role in fostering the professional development

of their colleagues (Green, 2010).

According to Gonong (2018), elementary school teachers did not receive sufficient training in

curriculum revision to meet its requirements. A one-week seminar is inadequate to gain the

necessary knowledge about the new curriculum, and only a limited number of teachers,

particularly those in remote areas, have the opportunity to attend trainings or seminars. Teachers

face challenges attending seminars as they are expected to be in school at all times, and taking

time off for further education or training leaves pupils unattended due to the lack of a proper

system to cover for absent teachers.

For this reason, instructional supervision is an essential tool utilized by school administrators to

achieve acceptable performance and results. It serves as a quality control mechanism within the

school system, with a primary focus on meeting educational system expectations. Both new and

experienced teachers require assistance in implementing educational programs, and school heads,

particularly principals, play a crucial role in providing support and monitoring instructional

programs through classroom observation, personal interaction, and instructional support (Sule,

Eyiene & Egbai, 2015).

The instructional supervision carried out by school heads to enhance teaching and learning is

grounded in ongoing inquiry into the school's work, particularly focused on student learning,

pg. 7
high standards, equity, and best practices. This inquiry process is continuous and aimed at

building greater capacity for instructional practices that improve student learning within the

school community. By conducting inquiry and examining effective school research,

administrators gain valuable insights into factors that promote pupil achievement (Vaughn, Gill,

& Sherman, 2017).

Classroom observation, as defined in the 2018 revised Manual on Results-Based Performance

Management System, involves providing feedback to teachers on their instructional practices. It

encourages teachers to develop self-awareness by reflecting on their classroom practices and

provides concrete evidence of their performance, strengths, and areas for improvement (Barrogo,

2020). Lopez (2016) discovered that teachers become more successful and efficient when they

utilize appropriate educational materials. Classroom management plays a significant role in

education, and teachers can improve students' academic performance through effective

management strategies. Additionally, supervision is a crucial aspect of ongoing efforts to

enhance teaching and instructional processes. It contributes to professional growth, boosts

morale, and enhances teaching effectiveness.

Mentoring, coaching, performance review, and evaluation are integral components of classroom

practices that contribute to the continuous professional growth of teachers. According to Suparto

(2020), academic supervision combined with classroom observation techniques can enhance the

quality of teacher learning. Effective supervision includes elements such as pre-observation

planning, observation implementation, and post-observation monitoring, as indicated in a related

study (Ghavifekr, Husain, Rosden & Hamat, 2019). Classroom observation involves pre-

determined indicators agreed upon by teachers and observers, ensuring teachers are well-

prepared. The raters in the classroom include the Head Teacher, Master Teacher, and Principal.

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Observations conducted at the School Division Office (SDO) level do not directly impact a

teacher's performance review. Properly conducted observation can be a reliable approach for

assessing and monitoring a teacher's progress, providing specific targets for improvement.

However, it requires different skills than criticism and necessitates practice and training

(Tawalbeh, 2020).

Principals can enhance instructional improvement and communicate their expectations to

teachers through meaningful interactions. Teacher-leaders highly value such interactions,

focusing on educational subjects and strategies that aid their work. In developing teacher

leadership, three types of effects on principal-teacher interactions were identified: inspirational,

empowering, and enabling (Szeto & Cheng, 2018). On the other hand, Waters, Marzano, and

McNulty (2013), along with Murphy, Goldring, Cravens, Elliot, and Porter (2017), emphasized

that effective school heads engage teachers in dialogues about instructional strategies and pupil

performance. They promote teacher and stakeholder participation in decision-making, creating

an environment where ethical and moral imperatives of schooling are valued. Effective school

heads also address and eliminate unfair treatment and inequalities.

School heads play a vital role in enhancing pupils' achievement through their facilitation,

supervision, and support of good instructional practices. They collaborate with staff to develop

suitable teaching methodologies and provide active participation, collaboration, and effective

leadership to support teachers (Inclusive School Network, 2015). Instructional support for

teachers is a school leader's approach to maximize individual teachers' success while also

identifying those who may require specialized educational services. Instructional support is a

positive, results-oriented method that employs specific evaluation and intervention techniques to

help all teachers overcome educational or behavioral obstacles in their classroom instructions

pg. 9
(Roberts, 2020). School principals provide instructional support to teachers by forming advisory

committees, creating conducive work environments, assisting with work-related issues, and

fostering connections with other school leaders. Studies have shown that when instructional

support exists in schools, it leads to the development of connections, shared leadership,

availability of instructional resources, a positive learning environment, and increased teacher

retention (Pitpit, 2020).

The process of teaching creates opportunities for learning. Successful acquisition of knowledge

depends on various factors, including the methods employed by teachers. All these factors

collectively contribute to student learning and academic achievements (Luntungan, 2012). Klein

and Knitzers (2016) outlined five competencies that teachers must possess: language proficiency

and fluency for classroom instruction, pedagogical skills suitable for different classes and

activities, subject matter mastery, classroom management abilities, and skills in assessing

students' achievements. The researcher for this study based these competencies on the

Department of Education (DepEd) and The Philippine Professional Standards for Teachers

(2017) evaluation, covering content knowledge, pedagogy, learning environment, diversity of

learners, curriculum planning, assessment, community linkages, and professional growth and

development.

There are three predominant approaches for teachers' content knowledge and pedagogy: self-

regulation, collaboration, and consideration of multiple intelligences, teaching models, and

reflection (Joyce & Calhoun, 2010). A self-regulated teacher takes control of their learning

process by setting goals, selecting strategies, and evaluating their performance (Wallender,

2016). Self-regulated teachers benefit from autonomy and individual knowledge construction.

Autonomy is crucial for teachers to learn at their own pace and control their learning through

pg. 10
metacognition. Similarly, just as teachers want their pupils to demonstrate autonomy, they too

must practice autonomy while learning (Butler & Schnellert, 2012).

Teachers who possess competency in Information and Communication Technology (ICT)

understand the significance of exposing today's pupils to technology. They actively strive to

demonstrate how media-based learning can create an environment of diversification and

customized learning, offering broader access to information. Teachers with high ICT-based

competency believe that adoption of ICT is not merely accepting an innovation, but also ensuring

its appropriate integration within a specific environment. They consider students' existing

understanding of media and utilize ICT to encourage deliberate thinking, fostering reflection on

reading and writing experiences in the context of the 21st century (Martens, 2010).

The incorporation of ICT into classroom instruction yields direct benefits, as noted by educators.

Uluyol and Sahin (2016) highlight various advantages reported by teachers, including increased

student motivation, retention, participation, communication, decision-making, presentation,

collaboration, problem-solving, self-confidence, comprehension, analysis, and expression. It has

become increasingly crucial to equip today's pupils with digital literacy to shape informed

citizens of the future. Digital literacy plays a significant role in empowering citizens to make

informed decisions at both the societal and personal levels.

Teachers place emphasis on the diversity of learners and carefully consider the quantity and

quality of students' learning. Viewing teaching as facilitation and learning as an active process of

growth and change, this competency challenges teachers to foster thinking, exploration,

discussion of concepts, and the practice of new skills. Beyond simply imparting facts, this

competency encourages opportunities that nurture higher-order thinking skills. It enables

teachers to systematically assist children in developing a conceptual knowledge base that goes

pg. 11
beyond surface-level understanding of words, encompassing their underlying meanings

(Rhoades, 2016).

Teachers with competency in creating differentiated classrooms recognize the importance of

catering to the diverse learning needs of their pupils. They invest time and resources in

developing multiple pathways for learning within their classes (Hilyard, 2014). Additionally,

practice and drill techniques have been found to facilitate knowledge and skill acquisition among

students (Enever, 2011). Moreover, teachers benefit from incorporating drill and practice

methods in terms of classroom management, allowing them to vary the pace of lessons and

engage all learners (Tice, 2016).

Another essential model for teacher competency is collaboration, particularly significant in the

curriculum and planning process. Collaborative teachers construct knowledge together, sharing a

common goal and working cooperatively to achieve it. This collaborative approach occurs

outside of school hours, emphasizing both pupil learning and effective teaching methods (Bailey

& Jakicic, 2012). The benefits of collaborative learning include the development of strong

interpersonal relationships among teachers, fostering knowledge construction through mutual

learning. By considering multiple perspectives and embracing the diversity of learners,

collaborative partnerships enhance the acquisition of new knowledge and skills (Butler &

Schnellert, 2012; Schnellert, 2011; Joyce & Calhoun, 2010).

Assessment, defined as a planned process of gathering and synthesizing information, plays a

crucial role in education. It helps discover and document pupils' strengths and weaknesses,

improves instructional planning, and evaluates students' progress (Armstrong, 2011). Good

assessment involves multiple sources of information, such as tests, journals, presentations, and

observations, providing a comprehensive view of pupil performance throughout the teaching and

pg. 12
learning process. Effective assessment enhances teaching methods and provides valuable

feedback to students (Zacharis, 2010).

Moreover, community linkages and professional engagement are vital aspects of teacher

responsibility in achieving shared educational outcomes. A strong professional community

supports teacher learning and promotes ambitious instructional practices, resulting in improved

cognitive engagement for pupils (Newmann, 2014; Kintz, 2015). Professional growth and

development serve as essential mechanisms to enhance teachers' content knowledge and

instructional practices, leading to improved classroom instruction (Yoon et al., 2017).

Kintz (2015) emphasized six key features of professional development related to teachers'

increased knowledge, skills, and changes in teaching practice. These features include

opportunities for active learning, coherence of professional development, and a content-focused

approach aimed at deepening teachers' content knowledge. The structural aspects of professional

development, such as study groups and collective participation of teachers from the same level or

school, also influence its effectiveness (Kintz, 2015).

Overall, teacher performance is influenced by professional development, instructional

supervision, and competencies. Studies show that teachers' qualifications, experience, and

scholarly work positively impact their performance. When teachers possess the seven areas of

competencies and school leaders enforce instructional oversight, teacher performance is likely to

improve both locally and internationally.

Bencherab and Al Maskari (2021) emphasizes the importance of clinical supervision as a genius

tool for teachers' professional growth. It highlights the need to consider learners' diversity and

recognizes teachers' diversity while discussing various forms of supervision that contribute to

teachers' growth and improvement. The study underscores the role of teachers in their own

pg. 13
growth through reflective practices and advocates for a collegial and reflective approach to

supervision. Moreover Mardiah, Ahyani, and Mahasir (2022) investigates the influence of

clinical supervision and principal leadership on teacher performance in Indonesia. The

quantitative study reveals a positive and significant influence of both clinical supervision and

principal leadership on teacher performance, highlighting the effectiveness of these supervisory

practices. On the other hand, Rahabav (2016) assesses the effectiveness of academic supervision

for teachers in Indonesia. The study identifies challenges in supervision and variations in

teachers' perceptions of its impact on their performance, suggesting the need for further

improvements in the implementation of supervision programs.

Additionally, the study by Babo and Syamsuddin (2022) emphasizes the clinical supervision

model's effectiveness in improving the quality of learning in elementary schools. The study

showcases the benefits of using clinical supervision techniques to identify areas for improvement

in teaching practices and promote critical thinking and problem-solving skills in students.

Ampofo, Onyango, and Ogola (2019) examines the influence of school heads' direct supervision

on teacher role performance in Ghana. The study highlights the significance of effective

supervision by school heads in enhancing teacher role performance and learning outcomes.

Kayıkçı, Yılmaz, and Şahin (2017) uses a qualitative phenomenological approach to explore the

views of educational supervisors on clinical supervision. They categorize the stages of teacher

supervision and emphasizes the importance of providing training on clinical supervision for

supervisors.

Research on clinical supervision in the Philippines has examined various aspects of the practice,

including its impact on teacher professional growth and development, the effectiveness of

different supervision models, and the challenges and opportunities associated with implementing

pg. 14
supervision in schools. One study by Carillo, Tolentino, and Borabo (2018) investigated the

impact of clinical supervision on the professional growth of teachers in a public school in the

Philippines. The study found that the use of clinical supervision led to significant improvements

in teacher knowledge, skills, and attitudes, particularly in the areas of classroom management,

assessment, and instruction.

Another study by Dizon (2018) explored the effectiveness of different supervision models in a

public-school setting. The study compared the traditional model of supervision, which focused

on teacher compliance with established standards and guidelines, with a collaborative model that

emphasized teacher engagement and participation in the supervision process. The study found

that the collaborative model was more effective in promoting teacher professional growth and

development.

Macasaet and Buenaobra (2020) examined the challenges and opportunities associated with

implementing clinical supervision in Philippine schools. The study identified several challenges,

including a lack of resources and support for supervision, a lack of understanding among

teachers and school leaders of the purpose and benefits of supervision, and resistance from

teachers who viewed supervision as a form of evaluation rather than a tool for professional

growth. The study also highlighted opportunities for improving supervision practices, such as

providing more training and support for supervisors and teachers, establishing a culture of

continuous improvement, and using technology to enhance supervision processes.

The study conducted by Dagpin (2022) indicated that school heads were perceived as skillful in

clinical supervision. However, interestingly, teachers who exhibited highly proficient teaching

performance rated their school heads as less skilled. This implies that teachers with exceptional

teaching abilities might have higher expectations from their supervisors. This emphasized the

pg. 15
significant role of skillful school heads in structuring teachers' development and enhancing their

proficiency. As a result, this positively impacted pupils' learning outcomes, equipping them with

essential skills needed for the 21st century. To maintain effectiveness, school heads were advised

to stay updated with current trends in clinical supervision.

Gepila Jr. (2020) explored the assessment of teachers using the Philippine Standards for Teachers

(PPST). The research revealed that teachers considered themselves highly proficient in managing

the learning environment, but only proficient in coping with learners' diversity. This highlights

the need for personal commitment from teachers to enhance their teaching competence,

complemented by institutional efforts and support. The study underscored the importance of

internal and external stakeholder support to address the identified gaps between teachers' needs

and the various domains of the PPST framework. The Department of Education in the

Philippines was recommended to provide sustainable and equitable in-service programs or

courses to bridge these gaps effectively.

Dolorosa (2020) delved into administrators' performance in compliance with the standards for

instructional supervision in the National Capital Region. The administrators were rated

outstanding in their performance as instructional leaders, effectively supporting teaching

effectiveness and efficiency, building teachers' capabilities, enhancing the curriculum, and

assessing learning outcomes. The study also highlighted the positive and strong agreement of

administrators with the stipulated indicators of instructional supervision. These standards were

found to be crucial in promoting teachers' professional growth and development, ultimately

leading to improved teaching and learning outcomes.

pg. 16
In summary, research on clinical supervision and the PPST in the Philippines suggests that

effective supervision can lead to significant improvements in teacher professional growth and

development. However, challenges associated with implementation and resistance from some

teachers highlight the need for continued research and support to improve the quality and

effectiveness of supervision practices in our country.

Research Problem

This research aims to address the gap in the implementation of clinical supervision

practices in public elementary schools and the need to align them with the Philippine

Professional Standards for Teachers (PPST). Despite the importance of teacher quality in

promoting student learning outcomes, there is a lack of empirical evidence on the effectiveness

of clinical supervision in improving teacher quality in the Philippine context. Additionally, there

is a need to identify effective practices and strategies for implementing clinical supervision and

aligning it with PPST to ensure that it contributes to the overall professional growth and

development of teachers. In addition, it seeks to fill these gaps by exploring effective practices

and impacts of clinical supervision on teacher quality and professional growth and identifying

strategies for aligning clinical supervision with PPST. Specifically, this will address the

following questions:

a. What are the current clinical supervision practices being implemented in public

elementary schools?

b. What are the perceptions of teachers and school leaders regarding the purpose and

effectiveness of clinical supervision in improving teacher quality?

pg. 17
 c. How do the Philippine Professional Standards for Teachers align with the goals and

objectives of clinical supervision?

d. What are the effective practices of clinical supervision in improving teacher quality in the

Philippine context?

e. How does the implementation of effective clinical supervision practices impact teacher

professional growth and development?

f. How can clinical supervision be improved to better support the professional growth and

development of teachers in public elementary schools in alignment with the Philippine

Professional Standards for Teachers?

Theoretical or Conceptual Framework

The theoretical framework of this research study revolves around the implementation of clinical

supervision in the academic setting to enhance the learning process conducted by elementary

school teachers. Previous studies focused on individual clinical activities such as classroom

visits, observations, portfolio supervision, and mentoring (Bulunz et al., 2014; Herbert et al.,

2018). However, this study extends the clinical supervision technique to include both individual

and group clinical activities, involving principals, teachers, and researchers to identify

weaknesses and deficiencies in the learning process. By addressing these shortcomings, the aim

is to improve the overall quality of learning.

Moreover, the study establishes a link between teacher performance evaluation as an institutional

tool for assessing teachers' effectiveness. Recognizing the significance of teacher performance in

achieving educational success, the study emphasizes the importance of keeping teachers

pg. 18
informed about dynamic teaching standards. Consequently, the theoretical framework suggests

that constructivism and teacher quality assurance instruments should collaborate to drive

improvements in the 21st-century teaching and learning framework.

In light of these changes and challenges in the educational landscape, teachers are expected to

assume a more dynamic role. To maintain excellent professional performance, teachers must take

personal responsibility for their growth and development (Hanif, Tariq & Nadeem, 2011). The

theoretical framework proposes that by combining clinical supervision techniques, constructivist

approaches, and teacher performance evaluations, the study seeks to enhance the overall teaching

and learning process in elementary schools and contribute to the continuous improvement of

education in the 21st century.

Teaching Standards Teaching Performance

Competence (Philippine 1. Teaching Competence
Professional Standards for 2. Administrative
Teachers) Compliance
1. Knowledge and 3. Personal, Social, and
Pedagogy Professional Competence
2. Learning Environment 4. Service to School and
3.Diversity of Learners Community
4. Curriculum and Planning
5. Assessment and
Reporting
6. Community Linkages and
Professional Engagement
7. Personal Growth and
Professional Development
Pupils’ Academic
Performance
Clinical Supervision

pg. 19
Scope and Limitation

This study will involve select school principals and officer in charge (OIC) from 25 public

elementary schools in the Schools Division of Imus City, who are conducting clinical supervision

with their teachers . Furthermore, it will employ purposeful sampling to select additional samples

from the 200 master teachers of public elementary schools. Purposeful sampling involves

intentional selection of individuals and sites to gain insight into the central phenomenon

(Creswell, 2012). The criterion for choosing participants and sites is their richness in information

(Patton, 1990, p. 169). Researchers can apply purposeful sampling to study a single site, multiple

sites, individuals, groups, or a combination of these elements.

Definition of Terms

Clinical Supervision

It is a supervisory process in education where teachers are intentionally observed and supported

by school administrators to enhance their teaching practices and professional growth.

Teacher Performance

It refers to the effectiveness and competency of educators in fulfilling their instructional duties,

which includes classroom management, content kn owledge, pedagogical skills, and student

learning outcomes.

Teacher Quality

It pertains to the overall effectiveness and proficiency of educators in delivering high-quality

education, encompassing factors like qualifications, experience, instructional skills, and

commitment to professional development.

pg. 20
Academic Performance

It denotes the level of achievement and progress of students in their educational pursuits, such as

their performance in tests, assignments, and overall learning outcomes.

Teacher Competence

It refers to the demonstrated skills, knowledge, and expertise of educators in effectively

implementing teaching strategies, managing classrooms, and promoting student learning and

development.

pg. 21
 Chapter 2

Procedures

Qualitative Design and Methodology

This research study will center on the implementation of clinical supervision practices by school

heads and master teachers to enhance teacher quality and performance, as per the standards

outlined in the Philippine Professional Standards for Teachers. The researcher will adopt a

qualitative research design, specifically employing the phenomenological research method. This

method delves deep into social phenomena, allowing researchers to explore the natural worlds of

individuals and gather comprehensive information (Mayring, 2000). Qualitative research

prioritizes capturing people's perceptions and viewpoints (Yıldırım & Şimşek, 2011). The study's

structure will follow a phenomenological approach, aiming to understand the thoughts and

actions of school heads and master teachers during clinical supervision and its impact on teacher

performance (Fraenkel, Wallen & Hyun, 2011).

Research Site

This study will be conducted within the Schools Division Office of Imus. The establishment of

the City Schools Division of Imus was in accordance with Deped Order No. 50 s. 2002, which

coincided with the creation of the City Government of Imus through RA 10161. To materialize

this objective, a Memorandum of Agreement (MOA) was signed by Bro. Armin A. Luistro FSC,

the Secretary of the Department of Education, and Hon. Emmanuel L. Maliksi, the City Mayor

of Imus, who collaborated to achieve this shared goal. Dr. Lualhati O. Cadavedo was

subsequently appointed as the first Officer in Charge (OIC) Division Superintendent on January

pg. 22
12, 2013. In order to ensure efficient and effective delivery of education services, the division

has been divided into three districts. Presently, the Schools Division of Imus oversees 25 public

elementary schools.

Selection Criteria and Participants

The participants for this research study will be selected based on specific criteria to gain

comprehensive insights into the implementation of clinical supervision practices in public

elementary schools in the Philippines. The study will involve school principals and officer in

charge (OIC) from 25 public elementary schools in the Schools Division of Imus City, who

actively conduct clinical supervision with their teachers. Additionally, purposeful sampling will

be employed to select additional participants from the pool of 200 master teachers in public

elementary schools.

The rationale for selecting these participants lies in their significant roles in the clinical

supervision process. School principals and OICs are responsible for overseeing and conducting

clinical supervision, while master teachers play a crucial role in supporting and guiding their

fellow teachers during the process. By including both school leaders and master teachers, the

research aims to capture a diverse range of perspectives, experiences, and insights related to

clinical supervision practices and their impact on teacher quality and professional growth.

Data Collection

The data collection procedures in this phenomenological qualitative research will involve a

comprehensive approach to explore the experiences and perceptions of school heads and master

teachers regarding the implementation of clinical supervision practices and its impact on teacher

pg. 23
quality and performance in the context of the Philippine Professional Standards for Teachers

(PPST).

Firstly, semi-structured interviews will be conducted with school principals, officer in charge

(OIC), and master teachers. These interviews will allow participants to share their insights and

experiences regarding clinical supervision techniques, both individual and group activities. By

delving into the strengths, weaknesses, and deficiencies identified during the learning process,

the study aims to improve the overall quality of education. Furthermore, the interviews will

explore the link between teacher performance evaluation and the effectiveness of the learning

process. Teachers' awareness of dynamic teaching standards and their role in personal growth

and development will also be emphasized. Secondly, observations will be carried out during

clinical supervision sessions involving school heads, master teachers, and teachers. These

observations will provide valuable insights into the interactions and dynamics within the

supervision process, enriching the understanding of how clinical supervision impacts teacher

performance.

Data Analysis

The data analysis procedures will involve a systematic and in-depth examination of the gathered

data to gain a comprehensive understanding of the implementation of clinical supervision

practices and its impact on teacher quality and performance. The data collected through semi-

structured interviews with school principals, officer in charge (OIC), and master teachers will be

transcribed and analyzed using thematic analysis. This process will involve identifying recurring

patterns and themes within the participants' responses, focusing on their experiences,

pg. 24
perceptions, and insights related to clinical supervision. By organizing the data into meaningful

themes, the researchers can explore the different aspects of clinical supervision practices and

their effects on teacher professional growth and development.

Additionally, the data from observations during clinical supervision sessions will be analyzed

through content analysis. This approach will involve systematically categorizing the observed

behaviors, interactions, and dynamics within the supervision process. The researchers will look

for commonalities and variations in the implementation of clinical supervision practices across

different schools and participants. By triangulating the findings from interviews and

observations, the research can achieve a more robust and holistic understanding of the

phenomenon under study.

Role of Researcher

The researcher's primary responsibility will be to conduct semi-structured interviews with school

principals, officer in charge (OIC), and master teachers, aiming to gather comprehensive

information about their experiences and insights regarding clinical supervision techniques and

their impact on teacher quality and performance. These interviews will help the researcher

identify recurring patterns and themes within the participants' responses, enabling them to

organize the data into meaningful themes.

In addition to interviews, the researcher will also actively engage in observations during clinical

supervision sessions involving school heads, master teachers, and teachers. By closely observing

the interactions and dynamics within the supervision process, the researcher can gain valuable

pg. 25
insights into how clinical supervision practices impact teacher performance. This will further

enhance the understanding of the phenomenon under study.

Once the data collection phase is complete, the researcher will play a critical role in the data

analysis process. Thematic analysis will be used to analyze the transcribed interviews, focusing

on identifying common themes and patterns within the participants' experiences and perceptions

related to clinical supervision. Furthermore, content analysis will be applied to the data obtained

from observations during supervision sessions, systematically categorizing observed behaviors

and interactions. Triangulating the findings from interviews and observations will allow the

researcher to achieve a comprehensive and robust understanding of the impact of clinical

supervision practices on teacher quality and professional growth in the context of the Philippine

Professional Standards for Teachers.

Method of Validation

In this study focusing on clinical supervision practices in public elementary schools, the

researcher will employ member checking as one validation method. This involves presenting the

initial findings and interpretations to the participants, such as school principals, officer in charge

(OIC), and master teachers, to allow them to review and verify the accuracy of the data and its

interpretations. Member checking provides an essential opportunity for the participants to

validate their own perspectives and experiences, contributing to the overall reliability of the

research findings.

pg. 26
Another method of validation in this qualitative research is triangulation. By combining data

from semi-structured interviews with school leaders and master teachers, along with observations

during clinical supervision sessions, the researcher can enhance the robustness and validity of the

study's conclusions. Triangulation involves using multiple sources of data to corroborate and

validate the findings, thus strengthening the overall trustworthiness of the research outcomes.

The systematic and comprehensive examination of data through member checking and

triangulation contributes to ensuring the accuracy and credibility of the qualitative research study

on clinical supervision practices and their impact on teacher quality and performance in the

context of the Philippine Professional Standards for Teachers.

Potential Ethical Issues

The researcher must obtain informed consent from all participants, including school principals,

officer in charge (OIC), and master teachers. They should be fully informed about the research

purpose, data collection methods, and how their responses will be used. The participants must

voluntarily agree to take part in the study without any coercion or pressure from the researcher or

their superiors. Secondly , since the study involves exploring the experiences and perceptions of

school leaders and master teachers, it is crucial to maintain confidentiality and anonymity. The

researcher should ensure that the identities of the participants are protected, and their responses

are kept confidential. This is especially important as the participants may share sensitive

information about their professional practices and interactions with colleagues. Moreover, given

that the study involves school principals and teachers, there could be power dynamics that may

influence the participants' responses. The researcher should be mindful of these power

pg. 27
imbalances and create a safe and non-threatening environment for the participants to share their

experiences openly.

To address these ethical concerns, the researcher should have a clear and transparent informed

consent process, emphasizing voluntary participation. Additionally, the researcher should

establish protocols for data handling and storage to ensure confidentiality and anonymity. Open

communication and sensitivity to power dynamics during data collection will also be essential to

maintain the ethical integrity of the study.

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pg. 34
 Department of Education
National Educators Academy of the Philippines

CURRICULUM VITAE OF RESOURCE PERSON

(Submit no more than three (3) pages.)

PROFESSIONAL DEVELOPMENT PROGRAM/COURSE TITLE:

Capacity Building Program For Proficient Teachers on the Enhancement of
Learning Delivery Across All Learning Areas
LEARNING SERVICE PROVIDER:
Schools Division Office of Imus City (SDOIC)
ARE YOU A NEAP CERTIFIED LEARNING FACILITATOR?

YES NO

Principal Alternate Substitute

Part I. Personal Circumstances

Name:
Angelo A. Unay
Residence Address: Contact Details
Lot 4, Block 4, Dreamville 5, Carsadang Bago II, 09487132774
Imus City, Cavite
Business Address:
Carsadang Bago Elementary School , City of Imus
Nationality/Citizenship:
Filipino
Note: NEAP shall be informed of any change/s on resource person/s at least 10 days befor
the Professional Development program/course offering. Substitute resource person may subm
this duly accomplished form three (3) days from the completion of the Professiona
Development program/course.
Part II. Track Record
Specialization Sub-Specialization
Bachelor in Elementary Education N/A
Major
Masters in Teaching Mathematics
Competency
Post Graduate Diploma in
Areas
Education

Relevant Seminars/Training Programs Relevant Seminars/Training Programs

Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
Nov 18, The HEAD Foundation Enhancing Remote July PPSSH 2.6: Today's Challenges and the
2021 Learning Series: Webinar on Supplementing 4-9, Future

pg. 35
 Online Teaching 2022
Division Capacity Building for Raters on the July
Jan 22- PPSSH 3.1: Fostering School-Based
Next 12 PPST Indicators of the RPMS for SY 11-
24, Curriculum Development in the Context of
2020-2021 16,
2020 New Educational Initiatives
2022
Regional Capacity Building For Raters On March
Dec.3- The Philippine Standards For Teachers(PPST) 20- Enhanced School Head Development
6,2019 Next 12 Indicators 25, Program 2.0
2022
Ateneo Center for Educational Development Oct
Oct 28-
(ACED) Three Day Teaching Training 18-
30, FLEX2LEAD
Program in Mathematics, Marawi City 29,
2019
2021
Enhancing Capabilities Of School Heads In
July
Providing Technical Assistance To Teachers
16-
Focused On The Development And
17,
Utilization Of Idea Lesson Exemplar
2020

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
Aug
Linking Standards and Quality Practice (LiSQuP) Department of Education, Philippine Normal
2021-
Scholarship University
Present
Part III. Education and Employment
Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
Undergraduate Philippine Normal University Manila 2004-2007 BEED
Philippine Normal University Manila 2007-2010 Master of Arts in
Teaching
Mathematics-
Completed Academ
Post-Graduate
Requirements (CAR
Nanyang Technological Singapore 2008-2009 Post Graduate
University-National Institute Diploma in
of Education Education (PGDE)
Position Agency/Company Inclusive Dates
School Principal II Carsadang Bago Elementary School 2022 – present
Work Experience: School Principal I Cayetano Topacio Elementary School 2020 – 2022
Five (5) most recent School Principal I Pasong Buaya I Elementary School 2019 – 2020
Master Teacher I Camp Crame Elementary School 2017 – 2019
Master Teacher I Sauyo Elementary School 2014 – 2017

Part IV. Other Relevant Information (Use separate sheet for additional information.)
Profession/s Professional License Issued 11-29- Valid 03-11-
Teacher No. 09522 on: 2007 until: 2025
13

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic, etc.)
Boy Scout of the Philippines National Member 2022
Imus City Association of Public School Division Member 2019

pg. 36
Administrator
Ateneo Center for Educational National Facilitator 2012
Development
Nanyang Technological University, International Member 2009
Singapore Alumni

I hereby certify that the above information

written by me are true and correct to the
best of my knowledge and belief. I further
authorize NEAP and other agencies to
investigate the authenticity of all the
documents presented.

ANGELO A. UNAY
Signature Over Printed Name
02-21-2023
Date

pg. 37