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The impact of instructional supervision in teacher efficacy and performance as basis for development program for supervisors / Arlyne Hope B. Blanco. 6

By: Blanco, Arlyne Hope B. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 26 cm. xii, 113 pages : illustrationsContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: The study was conducted for the purpose of formulating a development program for academic supervisors based on its results and findings. The study looked into the relationships among level of teachers' efficacy, performance level and the perceived instructional supervisory skills of academic supervisors and the relationship between the perceived instructional skills and the academic supervisors' profile. The study was conducted at Lourdes School Quezon City which involved all fifty -four (54) teachers and seventeen (17) academic supervisors for school year 2013-2014. The relationship among the variables were determined using three instruments with permission. These are: Teachers' Sense of Efficacy Scale, Performance Evaluation of Teachers , and Teachers Performance Appraisal by Area Academic Supervisors. The relationships were determined using the Pearson r Correlation Coefficient and Fisher's Exact Test. The findings revealed that there is no significant relationships among the level of teachers' efficacy, performance level of teachers and the perceived instructional supervisory skills, and there is no significant relationship between the perceived instructional supervisory skills and the academic supervisors' profile except for the number of teachers' being supervised. It is further recommended that academic supervisors should reinforce their interactions with teachers to increase efficacy and improve performance. A development program was also proposed by the researcher to be implemented in Lourdes School Quezon City for school year 2014-2015. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2831.9 .B53 2013 (Browse shelf)	Available		G1298
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2831.9 .B53 2013 (Browse shelf)	Available		G1299

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Previous	LB 2831.9 .A97 1999 The instructional leadership tasks of secondary public school principals in selected districts of Manila /	LB 2831.9 .A97 1999 The instructional leadership tasks of secondary public school principals in selected districts of Manila /	LB 2831.9 .B35 2009 A proposed enrichment program on the implementation of livelihood education of Makabayan /	LB 2831.9 .B53 2013 The impact of instructional supervision in teacher efficacy and performance as basis for development program for supervisors /	LB 2831.9 .B53 2013 The impact of instructional supervision in teacher efficacy and performance as basis for development program for supervisors /	LB 2831.9 .B66 1999 Stress-related factors influencing secondary school administrators in Manila and their coping techniques /	LB 2831.9 .B66 1999 Stress-related factors influencing secondary school administrators in Manila and their coping techniques /	Next

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A thesis presented to the Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree , Master of Arts in Principalship.;Includes bibliographical references. 56

The study was conducted for the purpose of formulating a development program for academic supervisors based on its results and findings. The study looked into the relationships among level of teachers' efficacy, performance level and the perceived instructional supervisory skills of academic supervisors and the relationship between the perceived instructional skills and the academic supervisors' profile. The study was conducted at Lourdes School Quezon City which involved all fifty -four (54) teachers and seventeen (17) academic supervisors for school year 2013-2014. The relationship among the variables were determined using three instruments with permission. These are: Teachers' Sense of Efficacy Scale, Performance Evaluation of Teachers , and Teachers Performance Appraisal by Area Academic Supervisors. The relationships were determined using the Pearson r Correlation Coefficient and Fisher's Exact Test. The findings revealed that there is no significant relationships among the level of teachers' efficacy, performance level of teachers and the perceived instructional supervisory skills, and there is no significant relationship between the perceived instructional supervisory skills and the academic supervisors' profile except for the number of teachers' being supervised. It is further recommended that academic supervisors should reinforce their interactions with teachers to increase efficacy and improve performance. A development program was also proposed by the researcher to be implemented in Lourdes School Quezon City for school year 2014-2015.

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