ICT Skills, E-Supervision Scheme of School Heads, And Teacher Development in Distance Learning Among Selected Private Schools in Cainta

Abstract

The study aimed at examining the interplay the relationship among the ICT skills, e-supervision scheme of school heads, and teacher development in distance learning which longed to be a valuable undertaking in the time of pandemic where alternative delivery mode of education is implemented; skills of school heads in Information and Communication Technology (ICT) have been challenged and brought impact to their administrative and academic role. Descriptive-correlational design was employed. The study revealed that school heads had very high ICT skills level in terms of utilization and competence, had very high e-supervision scheme level in terms of video conferencing, instant messaging, and office suite, and very high level of teacher development in distance learning. Correlation indicated that the higher the ICT skills level of school heads’ in terms of competence and utilization, the better is their e-supervision scheme and teacher development in distance learning. In essence, these findings demonstrate importance to maintain the high-level ICT skills, e-supervision scheme of school heads, and teacher development in distance learning, Similarly, data served as basis for a training program to make the school heads’ skills level higher on the indicators that ranked last.

Influence of Headteachers’ Supervisory Strategies on Teachers’ Performance in CBC Implementation in Primary Schools in Kisumu Central Sub-County, Kenya

“…In the Philippines, teacher supervision is considered important for better teaching and learning. Thus, Ruel and Bautista (2022) conducted a study to investigate the interplay of the relationships between ICT skills, e-supervision schemes of school heads, and teacher development in distance learning, which they hoped would be a valuable undertaking during a pandemic where alternative delivery modes of education were implemented. The study revealed that school heads had very high ICT skill levels in terms of utilization and competence, very high e-supervision scheme levels in terms of video conferencing, instant messaging, and the office suite, and a very high level of teacher development in distance learning.…”

“…Thus, the headteachers who provide clear guidance and support to teachers in understanding the CBC framework, its objectives, and the expected outcomes can significantly enhance teachers' confidence and motivation and improve their performance in the implementation of the curriculum. As Ruel and Bautista (2022) noted, headteachers play a crucial role in monitoring classroom activities, which allows them to assess how well CBC is being implemented. Constructive feedback from headteachers helps teachers identify areas for improvement and make necessary adjustments to their teaching strategies, which consequently improves their performance.…”