Leveraging Classroom Observation Tools (COT) for an enhanced instructional supervisory practice

Abstract

This research examines the impact of Classroom Observation Tools (COT) on instructional supervisory practices to understand how COT influences the quality and effectiveness of educational supervision. Using a correlational-descriptive design, the study investigates the demographic profile of instructional supervisors and its effect on COT integration, alongside the level of performance as assessed by teachers. The study also explores the relationship between COT integration and supervisors' communication, cognitive/technical, and interpersonal skills. Findings indicate that supervisors with less experience and democratic leadership styles exhibit higher COT integration rates. Additionally, a borderline significant difference in COT integration exists between elementary and secondary instructional supervisors. Notably, a statistically significant negative correlation is observed between COT integration and interpersonal skills. These results suggest that while COT can improve supervisory practices, it may have unintended impacts on interpersonal relationships. The study concludes with recommendations to balance COT integration with effective communication and relationship-building, promoting gender equity, and improving training for instructional supervisors.