Classroom Supervision Operation and Mutual Procedure of Public Elementary School Teachers

Abstract

This research aimed to assess the classroom supervision practices and mutual procedure of public elementary school teachers in the Manay District of the Division of Davao Oriental. A non-experimental quantitative design was employed, utilizing a correlational approach. The sample consisted of 130 public elementary school teachers, selected through universal sampling. Data analysis included mean, Pearson r, and regression analysis. The findings revealed that the degree of classroom supervision operation of public elementary school teachers in terms of attentiveness, responsiveness, persuasion, commitment and community building was high and oftentimes manifested by the teachers. Moreover, the mutual procedure of public elementary school teachers in terms of rewards, active supervision, reflexive and accommodation was high and oftentimes manifested by the teachers.  It was found out that there was a significant relationship between classroom supervision operation and mutual procedure of public elementary school teachers in public schools. It showed further that the domains of classroom supervision operation significantly influence the mutual procedure of public elementary school teachers. The results suggest that the teachers may develop their classroom supervision operation and mutual procedure, the teaching strategies that they use in the classroom to achieve student’s learning growth and development.