Integrating Superexcels Modules to Instructional Supervision for Teaching Competency Enhancement

Abstract

This action research employed mixed methods. The researcher employed purposive sampling in the data gathering to measure the efficiency of the intervention basing mainly on the judgment of the researcher during the selection of samples to focus on the specific indicators or criteria as perceived in the conduct of the study. The researcher employed an adapted and modified research questionnaire to 20 teacher-respondents to gather their perceptions on the implementation of the instructional approaches across quarters through the SUPER excels. The research design was quasi – experimental since not all elements in an experimental phase were strictly observed. The teaching competence of the teachers in Camanga National High School was assessed and analyzed and was identified according to their levels of abstraction and commitment through Developmental Supervision and Administrative Monitoring each has been implemented for 2 quarters to assess its efficiency on their competence in teaching. The test of significant difference between the levels of improvement during the first and second implementation of developmental supervision showed a computed t value at 16 df is 0.324 which is greater than the p-value at 5% level of significance while the test of significant difference between the levels of improvement during the third and fourth implementation of administrative monitoring showed computed t value at 16 df is 0.453 which is greater than the p-value at 5% level of significance. Results of the study showed that the integration of the SUPER excels module to instructional supervision yielded to have high impact on teachers’ teaching competence, respectively.