Virtual Instructional Supervision and Teaching Performance: Inputs for Capacity Training Program

Abstract

The rapid shift to online learning during the COVID-19 pandemic significantly transformed educational practices, including the supervision of instruction. This study examined the relationship between virtual instructional supervision and teachers’ performance in public elementary schools in North District III, Caloocan City. Specifically, it explored teachers’ and master teachers’ perceptions of virtual instructional supervision, assessed teachers’ classroom observation performance ratings, identified challenges encountered in implementing virtual supervision, and developed inputs for a capacity training program for teachers. The study employed an explanatory sequential mixed-methods design, combining quantitative and qualitative approaches. Data were collected from 63 respondents, composed of 42 teachers and 21 master teachers, using researcher-made questionnaires based on the Classroom Observation Tool (COT) indicators and follow-up interviews for deeper insights. Statistical tools such as frequency, percentage, weighted mean, t-test, and Pearson correlation were used to analyze the quantitative data. Findings revealed that while virtual instructional supervision was implemented among schools during distance learning, no significant relationship was found between the level of virtual instructional supervision and teachers’ classroom observation performance ratings. Despite this, the study identified a need for enhanced professional support for teachers, particularly in developing video-based lessons and digital instructional materials suited for virtual learning environments. Based on the results, the study proposed a capacity training program aimed at strengthening teachers’ competencies in technology-enhanced instruction and virtual teaching strategies. The findings highlight the importance of continuous professional development and effective supervisory practices to support teachers in adapting to evolving digital learning contexts.