Professional Skills And Instructional Supervisory Capacity Among Faculty Of Public Higher Education Institutions (Heis) In Sulu
Year: 2024
Type: article
Abstract: This study assessed the professional skills and instructional supervisory capacity among faculty of public Higher Education Institutions (HEIs) in Sulu during the Academic Year 2023-2024. It adopted weighted mean, standard deviation, t-Test for independent samples, One-way ANOVA, and Pearson’s r test of correlation. It reveals the following findings: 1) Out of 200 faculty-respondents, 80 (40.0%) are male, and 120 (60.0%) are female. This result reveals that more three-fourth or great majority of the total faculty-respondents involved in this study are female teachers. This result implies that majority of the faculty of HEIs in Sulu are predominantly female college teachers; 2) Generally, college faculty are adept in managing learning environment, developing outcomes, assessment and curricula; providing learner instruction, providing support and guidance to learners, creating and maintaining a professional environment, learning and adapting new technologies, and participating for professional growth and development; 3) Generally, college faculty are proficient in identification of the strengths and limitations of teachers in the classroom, designing of various interventions so as to assist teachers, provision of professional support to teachers, collaborate schools with various organizations and community groups, and addressing challenges instructional supervision in higher education institutions; 4) Variables gender, age, length of service, and educational attainment do not mediate in ways how faculty assessed the level of professional skills; 5) Variables gender, age, length of service, and educational attainment do not mediate in ways how faculty assessed the level of instructional supervisory capacity; 6) College faculty of public HEIs in Sulu who generally assessed the level of professional skills as “High Level” is most probably the same group of college faculty of public HEIs in Sulu who assessed instructional supervisory capacity of faculty of public HEIs in Sulu as “High Level” respectively; 6) This study tends to be aligned with Asio, Riego and Lapuz (2019) proposed Model of Professional Skills and Ekyaw (2014) Model of Practices and Challenges of Instructional Supervision. Professional Skills Model espouses that teachers’ professional skills constitute the following dimensions such as managing learning environment, developing outcomes, assessment and curricula, providing learner instruction, providing support and guidance to learners, creating and maintaining a professional environment, learning and adapting new technologies, and participating for professional growth and development. On the other hand, Practices and Challenges of Instructional Supervision involves Identification of the strengths and limitations of teachers in the classroom, Designing of various interventions so as to assist teachers, Provision of professional support to teachers, Collaborate schools with various organizations and community groups, and Challenges of secondary schools instructional supervision.
Author: Saurajan S. Darawi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
OpenAlex ID: W6931005097
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