Clinical Supervision on the Professional Development of Teachers
DOI:
https://doi.org/10.65339/ijsair.V2.I2.260Keywords:
Classroom Management, Clinical Supervision, Constructive Feedback, Instructional Skills, Professional Development, Reflective Practice, Teacher Confidence, Teacher EfficacyAbstract
This study examined the impact of clinical supervision on the professional development of teachers in Emilio Lee Llacer Sr. High School, San Jacinto District, Masbate, during School Year 2024–2025. It was anchored on Adult Learning Theory, Reflective Practice Theory, and Clinical Supervision Theory, with the view that clinical supervision is a formative, collaborative, and non-evaluative process that supports teacher growth through observation, feedback, and reflection. The study used a descriptive quantitative research design and employed a researcher-made questionnaire validated by experts and pilot-tested for reliability. Using purposive sampling, 15 public secondary school teachers who had experienced at least one cycle of clinical supervision were selected as respondents. Data were gathered through a structured survey and analyzed using frequency count, rank, percentage, weighted mean, and Pearson correlation. Findings showed that teachers experienced notable challenges in the implementation of clinical supervision, particularly limited time for meaningful feedback, lack of follow-up support, inconsistent practice, and unclear expectations. Despite these concerns, teachers agreed that clinical supervision positively affected their professional development, especially in constructive feedback, instructional planning, classroom management, teaching confidence, student engagement, and reflective practice. They also strongly perceived clinical supervision as highly effective in enhancing instructional skills, promoting collaboration, and improving classroom practices. The study concluded that clinical supervision remains a highly valued and effective developmental tool despite implementation issues. It recommends strengthening structured feedback and follow-up, improving supervisor training, and ensuring consistency and clarity in supervision procedures. This study aligns with SDG 4: Quality Education by supporting teacher quality and continuous professional development. Its sustainability impact lies in strengthening educational and institutional sustainability through improved instructional practice, reflective teaching, and supportive supervisory systems.
References
Acheson, K. A., & Gall, M. D. (2003). Clinical supervision and teacher development: Preservice and inservice applications (5th ed.). Allyn & Bacon.
Aladano, M. T. (2020). Influence of instructional supervision on teacher performance in public basic schools in the Savelugu Municipality of Ghana. International Journal of Multidisciplinary Studies and Innovative Research, 8(1), 88–97.
Balaca, D. B. (2023). Supervisory competence and instructional leadership of DepEd secondary school heads: Its relation to teachers’ performance. EPH-International Journal of Educational Research, 7(3), 43–59.
Beach, D. M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction. Allyn & Bacon.
Bello, A. T., & Olaer, J. H. (2020). The influence of clinical supervision on the instructional competence of secondary school teachers. Asian Journal of Education and Social Studies, 12(3), 42–50. https://doi.org/10.9734/AJESS/2020/v12i330314
Beltman, S., Mansfield, C. F., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Busico, A. J. (2024). Instructional competence and supervisory skills of public elementary school heads in relation to teachers performance. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 1(6), 167–182. https://doi.org/10.5281/zenodo.11422664
Calderon, J. F., & Gonzales, E. C. (2012). Methods of research and thesis writing (2nd ed.). National Book Store.
Capangpangan, L. P. (2021). Instructional supervision practices of school heads and academic performance of learners of elementary schools in Eastern Samar Division. Academia Letters, Article 3623. https://doi.org/10.20935/AL3623
Castillo, M. A. (2024). Impact of instructional supervision strategies on teacher performance in Hinabangan Samar District 1. International Journal of Multidisciplinary: Applied Business and Education Research, 5(9), 3602–3608. https://doi.org/10.11594/ijmaber.05.09.19
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools (2nd ed.). Christopher-Gordon Publishers.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Curtis, K. J., Reyes, P. E., O’Connell, H. A., & Zhu, J. (2013). Assessing the spatial concentration and temporal persistence of poverty: Industrial structure, racial/ethnic composition, and the complex links to poverty. Spatial Demography, 1(2), 178–194. https://doi.org/10.1007/BF03354897
Daigon, M. E., & Alcopra, A. R. (2024). Instructional supervision practices and efficacy of teachers. International Journal of Multidisciplinary Research and Analysis, 7(8), 3738–3746. https://doi.org/10.47191/ijmra/v7-i08-13
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Association for Supervision and Curriculum Development.
Dede, C. (2013, December 12). The future of digital learning in higher education [Seminar]. Columbia University.
Department of Education. (2007). National competency-based teacher standards (NCBTS).
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, 33(3), 114–125. https://doi.org/10.1080/21532974.2017.1305304
Esia-Donkoh, K., & Ofosu-Dwamena, E. (2014). Effects of educational supervision on professional development: Perception of public basic school teachers at Winneba, Ghana. British Journal of Education, 2(6), 63–82.
Glatthorn, A. A. (1990). Supervision of instruction. Macmillan Publishing Company.
Glatthorn, A. A. (1997). The principal as curriculum leader: Shaping what is taught and tested. Corwin Press.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson Education.
Go, A. D. G., & Eslabon, R. T. (2024). School heads’ instructional supervisory skills and teachers’ performance. Polaris Global Journal of Scholarly Research and Trends, 3(1), 13–28. https://doi.org/10.58429/pgjsrt.v3n1a104
Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. Holt, Rinehart and Winston.
Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Harcourt Brace College Publishers.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74–77.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
Janani, N., Ahmadishokouh, A., & Samadi, F. (2023). The impact of instructional supervision on professional development of Iranian intermediate EFL teachers. International Journal of Multicultural and Multireligious Understanding, 10(11), 130–140. https://doi.org/10.18415/ijmmu.v10i11.5247
Jon-Ega, D., Nguenyuang, S., Intasingh, S., & Samuttai, R. (2020). The development of supervision model using professional learning community to enhance 21st century learning management potentials of private school teachers. Journal of Education and Innovation, 23(1), 17–29.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Corwin Press.
Killion, J., & Harrison, C. (2006). Taking the lead. National Staff Development Council.
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing Company.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Kutsyuruba, B. (2003). Instructional supervision: Perceptions of Canadian and Ukrainian beginning high-school teachers [Master’s thesis, Brock University].
Ngwenya, V. C. (2020). School-based supervision enhances the professional development of teachers. South African Journal of Education, 40(3), 1–10. https://doi.org/10.15700/saje.v40n3a1744
Nolan, J. F., & Hoover, L. A. (2011). Teacher supervision and evaluation: Theory into practice (3rd ed.). Wiley.
Ordavisa, P., & Cañon, I. (2020). Relevance of instructional supervision to teachers and school heads’ performance. Asia Pacific Journal of Education, Arts and Sciences, 7(1), 89–94.
Organisation for Economic Co-operation and Development. (2019). OECD future of education and skills 2030: OECD learning compass 2030.
Oriente, V. S., & Alvarado, A. (2020). Supervisory assistance in organization: Basis for enhanced instructional supervision for teachers. Journal of Technology and Humanities, 1(1), 11–17. https://doi.org/10.53797/jthkkss.v1i1.2.2020
Pajak, E. (2001). Clinical supervision in a standards-based environment: Opportunities and challenges. Journal of Curriculum and Supervision, 16(4), 301–321.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
Pellegrino, J. W. (2017). Teaching, learning and assessing 21st century skills. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 224–252). OECD Publishing.
Quilala, R. L., & Tantiado, R. C. (2025). Instructional supervision and teachers’ efficacy. International Journal of Multidisciplinary Research and Analysis, 8(3), 1004–1011. https://doi.org/10.47191/ijmra/v8-i03-13
Reyes, M. B., III, & Oropa, J. C. (2025). Instructional supervision of master teachers: Its critical role in advancing teachers’ and learners’ performance. American Journal of Education and Technology, 4(2), 17–33. https://doi.org/10.54536/ajet.v4i2.4399
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition (8th ed.). McGraw-Hill.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Tesfaw, T. A., & Hofman, R. H. (2014). Relationship between instructional supervision and professional development. International Education Journal: Comparative Perspectives, 13(1), 82–99.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
van der Meij, H., van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Educational Technology Research and Development, 63(3), 381–403. https://doi.org/10.1007/s11423-015-9378-5
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning. SAGE Open, 11(2). https://doi.org/10.1177/21582440211013779
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report No. REL 2007–No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
Zepeda, S. J. (2012a). Instructional supervision: Applying tools and concepts (3rd ed.). Eye on Education.
Zepeda, S. J. (2012b). The principal as instructional leader: A practical guide for building your school’s instructional capacity. Routledge.
