Extent and Effectiveness of Differentiated Supervision Among Junior High Schools in Llanera District

Abstract

 This study investigated the extent and effectiveness of
differentiated supervision in the junior high schools of Llanera
District about teachers' socio-demographic characteristics and
teaching performance. The quantitative research method was
used in this study. Total population sampling was employed
with 84 junior high school teachers as respondents. The
researchers employed a descriptive-correlational design to
determine the significant relationship between variables. The
outcome of the study revealed that most of the respondents were
middle-aged and could still do much improvement in their
teaching; dominated by females, married after securing a
permanent position, Teacher III, which implies that they were
already promoted to higher positions with Master's degree units
which help them in their promotion, and with an average of 6
years in the service which means that more than half were
experienced. School heads actively employ evaluations to
provide meaningful feedback to teachers based on their
individual needs and level of expertise. The teachers also
perceived the four approaches as moderately effective, which
indicates that they truly helped them in their role as teachers.
The majority had outstanding performance ratings, meaning
they performed their duties and responsibilities satisfactorily.
Teachers' positions and years in service were significantly  related to their teaching performance, which means that the
higher the position and the longer the years in service, the better
the teaching performance. The extent of implementation of
collaborative and non-directive differentiated supervision
among schools was significantly related to the performance of
teachers, which implies that when mentors and mentees employ
collaborative and non-directive approaches more frequently,
their performance improves. The effectiveness of the directive
approach was also found to be significantly related to the
performance of teachers, which connotes that the performance
of teachers will be enhanced when supervisors actively direct,
coach, and set an example for them.