The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers..
The aim of this study is to see how clinical supervision of department heads affects secondary school teachers' instructional competence.
Descriptive-correlational research architecture was used in this study.
During the 2018-2019 school year, I will be studying at Digos City National High School.
Respondents were the eight (8) school heads and one hundred seventy-eight (178) teachers who worked at Digos City National High School on a permanent basis during the 2018-2019 school year. For the department heads, complete enumeration was used, while for the teacher respondents, simple random sampling was used. The statistical methods used to treat the gathered data were mean, Pearson r, and Multiple Regression.
Results: In terms of pre-observation, observation/analysis, and plan post-observation conference/analysis, the department heads had a high degree of clinical supervision. Teachers, on the other hand, had a high degree of instructional competence. This result suggested a very strong positive relationship between the two variables, indicating that the degree of clinical observation would account for around 75.80% of the variance in instructional competence. Clinical supervision had an important impact on teachers' instructional competence, according to regression analysis.
Conclusion: Clinical supervision has a huge impact on teachers' instructional competence, implying that the more mentored teachers are, the better teachers they will become. As a result, clinical monitoring in schools was recommended to be regularly supervised and enforced in order to increase teacher competence in the teaching-learning process.
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