Local Studies
Author/
Date
1. Caballes,
Dennis &
Panol,
Rowena.
(2021).
Title
School Heads’
Interpersonal,
Leadership,
and
Supervisory
Skills in Narra
School
Districts,
Palawan,
Philippines.
Theoretical/
Conceptual
Framework
Research
Question(s)/
Hypotheses
1. determine the
extent of
interpersonal,
leadership, and
supervisory skills of
48 school heads in
the Narra school
districts, Narra,
Palawan, Philippines
using a total
enumeration
sampling technique.
Methodology
1.
2.
3.
4.
5.
6.
survey
questionnaire
frequency count
percentage
weighted mean
eta correlation
t-test.
Analysis &
Results
Conclusions
Implications for
Future research
1. school heads'
interpersonal,
leadership, and
supervisory skills
were both
perceived by the
school
themselves and
their teachers as
evident.
1. Findings also
showed that
there were
significant
associations
between the
school head's
profile in
terms of their
present
position and
their
manifested
leadership skill
in initiating
action, school
heads' profile
in terms of the
present
position and
their
manifested
supervisory
skill in
decision
making, and
school heads'
profile in
terms of the
number of
teachers
supervised
and their
manifested
supervisory
1. since the
school heads'
interpersonal,
leadership,
and
supervisory
skills were
evident,
these skills
must be
intensified for
it to achieve a
level of very
much
evident.
Implications
For practice
2. Formoso, D.
B. (2019).
Supervision of
instruction in
special
education in
two schools in
The Philippines
1. describe the
supervision of
instruction in SPED
in selected schools
in Pampanga, with
the following
specific objectives
2. describe the process
of SPED supervision
in the SPED centers
and to generate an
indigenous
instructional
supervision model
which will serve as
basis for the
development of
strategic initiatives.
1. qualitative study
utilized the key
informant
interview
technique (KII)
skill in
planning and
organizing,
which all
suggests a
weak
association
between
these
variables.
1. supervisors and
1. researcher
SPED
proposes the
coordinators
CAST model
used classroom
for SPED
observation,
instructional
walk through and
supervision
random
i.e.,
visitation as
Competency,
primary means
Attitude,
of supervising
Structure and
the SPED
Tools. This
instructions in
indigenous
their respective
instructional
schools.
supervision
2. while the
model
respondents
addresses the
were aware of
needs
the different
identified in
requirements
order to
needed for SPED
advance as
supervision, they
well as to
reported that
enhance the
there was no
supervision of
difference in the
instruction in
way they
SPED in
supervise SPED
Philippine
from the regular
schools.
schools. Further,
the respondents
also reported
3. Haris, I., &
Ancho, I. V.
(2020).
School
Supervision
Practice in
Asean
Countries: A
Comparison
Indonesia and
the
Philippines.
1. explore the
differences and
similarities in the
practices of school
supervision of
Indonesia and the
Philippine and how
these differences
influence the quality
that they are
mostly
challenged by
their lack of
knowledge and
trainings on the
proper conduct
of SPED,
constrained
human and
material
resources,
including the
needed
collaboration
with the regular
teachers and
parents. For
future
development,
the respondents
reported that
there is a need
for professional
growth and
advancement as
well as the
development of
supervision tools
specific to SPED
instruction
1. the supervision
purposes, the
consequences of
the school
supervision
activities, public
reporting of
school
supervision and
1. Indonesia and
the Philippines
organize their
supervision
service in very
different
ways,
depending on
its role and
of education from
both countries
Ramos, G. B., &
Bueno, D. C.
Supervisory
Practices in an
Autonomous
National High
School:
Teachers’
Crosssectional
Perspectives.
the role of
stakeholder.
2. Besides, a
conceive
information of
the problems
and issues and
opportunities of
school
supervision in
Indonesia and
Philippine will
also described
what is
projected of it.
2. There are
many factor
contributions,
which has a
clear impact
on the
organization
of supervision
in both
countries, e.g.
the size of a
country, of its
education
system and of
its education
management
structure.