ED704&705 - Concept Paper

ANGELO A.
UNAY
ED 704/705
Concept Paper
Enhancing Teacher Quality through Clinical Supervision: An Exploration of Effective Practices and
Impacts
Background and Rationale of the Study

Teachers are the most important school-based determinant of student learning. A study conducted by
Organization for Economic Cooperation and Development (OECD) in 2005 reported that teaching quality
is a critical factor in ensuring the success of educational systems, as it directly affects student learning
outcomes. However, ensuring high-quality teaching is a complex task that requires ongoing support,
training, and feedback (Darling-Hammond, 2017). Clinical supervision is one approach that has been
implemented in schools to enhance teaching quality, but there is a need to explore its effectiveness and
identify best practices (& Kim, S. H., & Lee, H. S.,2019).
Clinical supervision is an important component of teacher professional development, particularly in the

Philippines where the Department of Education (DepEd) mandates the implementation of a teacher
supervision and evaluation system in public schools. The Philippine Professional Standards for Teachers
(PPST), which was developed by the Department of Education in 2017, provides a framework for teacher
quality and competence that includes supervision and evaluation as a key area of focus.
Research on clinical supervision in the Philippines has examined various aspects of the practice, including
its impact on teacher professional growth and development, the effectiveness of different supervision
models, and the challenges and opportunities associated with implementing supervision in schools. One
study by Carillo, Tolentino, and Borabo (2018) investigated the impact of clinical supervision on the
professional growth of teachers in a public school in the Philippines. The study found that the use of
clinical supervision led to significant improvements in teacher knowledge, skills, and attitudes,
particularly in the areas of classroom management, assessment, and instruction.
Another study by Dizon (2018) explored the effectiveness of different supervision models in a public-
school setting. The study compared the traditional model of supervision, which focused on teacher
compliance with established standards and guidelines, with a collaborative model that emphasized
teacher engagement and participation in the supervision process. The study found that the collaborative
model was more effective in promoting teacher professional growth and development.
Macasaet and Buenaobra (2020) examined the challenges and opportunities associated with
implementing clinical supervision in Philippine schools. The study identified several challenges, including
a lack of resources and support for supervision, a lack of understanding among teachers and school
leaders of the purpose and benefits of supervision, and resistance from teachers who viewed
supervision as a form of evaluation rather than a tool for professional growth. The study also highlighted
opportunities for improving supervision practices, such as providing more training and support for
supervisors and teachers, establishing a culture of continuous improvement, and using technology to
enhance supervision processes.
Overall, research on clinical supervision and the PPST in the Philippines suggests that effective
supervision can lead to significant improvements in teacher professional growth and development.
However, challenges associated with implementation and resistance from some teachers highlight the
need for continued research and support to improve the quality and effectiveness of supervision
practices in our country.
II. Research Questions/Problems/Purposes
This research aims to address the gap in the implementation of clinical supervision practices in
public elementary schools and the need to align them with the Philippine Professional Standards for
Teachers (PPST). Despite the importance of teacher quality in promoting student learning outcomes,
there is a lack of empirical evidence on the effectiveness of clinical supervision in improving teacher
quality in the Philippine context. Additionally, there is a need to identify effective practices and strategies
for implementing clinical supervision and aligning it with PPST to ensure that it contributes to the overall
professional growth and development of teachers. In addition, it seeks to fill these gaps by exploring
effective practices and impacts of clinical supervision on teacher quality and professional growth, and
identifying strategies for aligning clinical supervision with PPST. Specifically, this will address the
following questions:
a. What are the current clinical supervision practices being implemented in public elementary
schools?
b. What are the perceptions of teachers and school leaders regarding the purpose and
effectiveness of clinical supervision in improving teacher quality?
c. How do the Philippine Professional Standards for Teachers align with the goals and objectives of
clinical supervision?
d. What are the effective practices of clinical supervision in improving teacher quality in the
Philippine context?
e. How does the implementation of effective clinical supervision practices impact teacher
professional growth and development?
f. How can clinical supervision be improved to better support the professional growth and
development of teachers in public elementary schools in alignment with the Philippine
Professional Standards for Teachers?
III. Hypothesis
This are the possible research hypothesis of this study:
Hypothesis 1: There is a significant difference in the teacher quality scores of those who underwent
clinical supervision and those who did not.
Hypothesis 2: The implementation of effective practices of clinical supervision, aligned with Philippine
professional standards for teachers, has a positive impact on teacher quality.
IV. Research Method

The research design for this study could be a mixed-methods approach that involves both quantitative
and qualitative data collection and analysis. This would allow for a comprehensive and in-depth
exploration of the research questions and hypotheses.
The quantitative component could involve the use of surveys and other standardized measures to gather
data on teacher perceptions of the effectiveness of clinical supervision in improving their teaching
practices and student learning outcomes. Statistical analyses such as t-tests, and ANOVA could be used
to identify significant differences between groups and explore the relationships between variables. The
qualitative component could involve the use of interviews, focus groups, and observation to gather data
on the experiences and perspectives of teachers, supervisors, and school leaders regarding clinical
supervision. Qualitative data analysis techniques such as content analysis, and thematic analysis could be
used to identify themes and patterns in the data.
This study will involve all the school principals and officer in charge (OIC) of the 25 public elementary
schools in the Schools Division of Imus City. Furthermore, it will employ stratified random sampling to
select additional samples from the 200 master teachers of public elementary schools. This technique
involves dividing the population into strata or subgroups based on certain characteristics (e.g., grade
level, subject area, years of teaching experience), and then randomly selecting a proportionate number
of master teachers from each stratum.
References
OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Organisation for
Economic Co-operation and Development.
Darling-Hammond, L. (2017). Teacher quality and student achievement: A review of state policy
evidence. Journal of Education Policy, 32(1), 28-45. This paper provides evidence from state-level policies
that support the importance of teacher quality in improving student outcomes.
Kim, S. H., & Lee, H. S. (2019). Effects of clinical supervision on teacher development and student
achievement: A meta-analysis. Journal of Educational Research, 112(1), 69-79. This meta-analysis
provides empirical evidence of the positive impact of clinical supervision on teacher development and
student achievement.
Carillo, M. S., Tolentino, L. R., & Borabo, R. M. (2018). The Impact of Clinical Supervision on the
Professional Growth of Teachers in a Public School in the Philippines. International Journal of Humanities
and Social Science Research, 8(5), 59-67
Dizon, J. C. (2018). Comparing the traditional and collaborative models of supervision: Their effects on
teacher professional growth and development. Asia Pacific Journal of Multidisciplinary Research, 6(3),
71-79
Macasaet, M. A. C., & Buenaobra, J. L. (2020). Challenges and Opportunities in Implementing Clinical
Supervision in Philippine Schools. International Journal of Instruction, 13(2), 1135-1152.

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ANGELO A.

Background and Rationale of the Study

Clinical supervision is an important component of teacher professional development, particularly in the

II. Research Questions/Problems/Purposes

This are the possible research hypothesis of this study:

IV. Research Method

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