Example ppt

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INSTRUCTIONAL SUPERVISION AND
PORTFOLIO ASSESSMENT ON TEACHING
COMPETENCE OF SECONDARY EDUCATION
TEACHERS
Central Mindanao University
COLLEGE OF EDUCATION
University Town,
Musuan, Bukidnon
KARLYN MICHELLE ABARQUEZ BONGGO
MASTER OF ARTS IN EDUCATION
ADMINISTRATION AND SUPERVISION

2. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
Quality learning is
contingent upon quality
teaching. Hence, enhancing
teacher quality becomes
utmost importance for long
term and sustainable nation
building (DepEd, 2017)
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3. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
The Department of Education’s efforts to provide quality education has not
translated to satisfactory results in high school student’s in Examinations.
Therefore, it may lead to teachers accountable for poor performance in
teaching.
In this study come up one problem may occur, which is;
• Lack of teacher satisfaction and attitude toward instructional supervision,
which they perceive as a form of evaluation rather than professional
development.
• Teachers also feel that instructional supervision is not aligned with their
needs and goals.
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4. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
Teachers in the Philippines have
expressed dissatisfaction to be
competent means to be self-regulated.
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Developing a framework for
assessing teacher competence
can guide the collection and
appraisal of evidence to
evaluate teachers'
performance and support their
professional growth.

5. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
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Chapter
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Teaching Competence
examines the three factors of
teaching performance in
terms of planning,
development, and results.
Teaching Competence will
anchored to the PPST.

6. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
The efficient delivery of instructional
supervision is hampered by several issues,
including those related to teaching
practice, training, support, and
educational resources, among others.
Chapter
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Chapter
3 According to Atieno (2019), one of
the key objectives of instructional
supervision is to improve the
quality of learners’ education by
improving the teacher’s
effectiveness in instruction.

7. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
is the key to evidence of the
teaching competence of teachers
to comprehend the primary tools
that can improve teacher’s
effectiveness in terms of
assessment and feedback,
organization and management,
and portfolio learning outcomes for
the improvement of teachers.
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8. INTRODUCTION
Background of
the Study
Statement of
the Problems
Objectives
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Chapter
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Teaching is one of the world’s most grueling
and complicated professions, owing to its
intellectual, emotional, and service-furnishing
nature (Mercer, 2020).
The researcher would like to represent and
connect the Philippine Professional Standards
for Teachers (PPST) as one of the components
of the study, which can help to determine and
extent of the quality, effectiveness, consistency,
self-reflection, self-awareness, and
professional development for teachers, which
using the instructional supervision and
portfolio assessment to enhancing the
teaching competence of teachers.

9. INTRODUCTION
1. What is the level of the instructional
supervision of teachers in terms of:
a. professional growth,
b. relevant instructional materials,
c. method of teaching; and
d. evaluation?
2. Ascertain the portfolio assessment of teachers
in terms of;
a. assessment and feedback,
b. organization and management; and
c. learning outcome?
Background of
the Study
Statement of
the Problems
Objectives
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Chapter
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10. INTRODUCTION
3. What the level of teaching competence of secondary
education teachers in terms of;
a. planning,
b. development; and
c. result?
4. Is there a correlation between instructional supervision and
portfolio assessment on teaching competence?
5. Is there any variable that best predicts teaching
competence of Secondary education teachers?
Background of
the Study
Statement of
the Problems
Objectives
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Chapter
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11. 1. Determine the level of teachers’ instructional supervision in terms
of;
a.professional growth,
b.relevant instructional materials,
c. method of teaching; and
d.evaluation
2. Ascertain the portfolio assessment of teachers in terms of;
a.assessment and feedback,
b.organization and management; and
c. learning Outcomes
Background of
the Study
Statement of
the Problems
Objectives
INTRODUCTION
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Chapter
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12. 3. Find the level of teaching competence of secondary
education teachers in terms of;
a. planning,
b. development; and
c. result
4. Assess the correlation among instructional supervision and
portfolio assessment on teaching competence.
5. Identify which variable best predicts teaching competence of
secondary education teachers.
Background of
the Study
Statement of
the Problems
Objectives
INTRODUCTION
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2
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3

13. REVIEW OF RELATED
LITERATURE AND STUDIES
• According to Mwakyeja
(2017) Instructional
supervision is a process
of providing guidance,
support, and continuous
assessment to teachers
for their professional
development and
improvement in the
teaching-learning
process.
• The Department of Education
identified instructional
supervision as a professional,
ongoing, and collaborative
process for improving
instruction.
• If teachers view supervision as
something done to them, and
for them, but not with them, its
potential to improve schools
cannot be fully realized (Chen,
2018).
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14. REVIEW OF RELATED
LITERATURE AND STUDIES
• IPCRF of DepEd with
the RPMS Portfolio.
DepEd, (2015).
• A portfolio assessment is
a form of authentic
assessment that involves
the systematic and
ongoing collection of
evidence of student
learning progress and
achievements over time
Kusuma and Sari (2018).
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15. REVIEW OF RELATED
LITERATURE AND STUDIES
• Teaching competence is
essential for ensuring high-
quality education. In this
regards (DepEd, 2017), the
Philippine Professional
Standards for Teachers (PPST)
is a set of standards that
define teacher quality in the
Philippines.; and
• To ensure that teachers are
adequately prepared to
implement the K-12 program,
the PPST serves as the
foundation for all learning and
development initiatives for
educators.
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Effective teaching competence
requires continuous development
and improvement through ongoing
learning opportunities, such as
workshops, conferences, and
professional development
programs (Tesfaw & Hofman, 2012).

16. METHODOLOGY
Descriptive and
Correlational Research
Design
Likerts’ Scale
Secondary Education Teachers
in randomly selected
Locale of the Study
Instructional Supervision , Portfolio
Assessment, and Teaching Competence
Questionnaire from
Nwambam and Eze (2017),
Student Module Evaluation, & Murica, et al
(2015)
Descriptive statistics , Pearson
Product-Moment Correlation and
Multiple-Regression
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17. METHODOLOGY
Legend: = Locale of the study Cite source of map:
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18. Short
CLIP
To my Panels;
I’m Grateful and Thankful,
Your feedback and suggestions will helped to improve and
confidence to pursuing the research goals.

19. THANK
YOU