Modern Educational Supervision, Teachers’ Morale and Competence in Cluster 3 in Calamba City
DOI:
https://doi.org/10.5281/zenodo.20240632Keywords:
Modern Educational Supervision, Teachers’ Morale, Teachers’ Competence, Supervision Practices, Public Secondary SchoolsAbstract
The study aimed to determine the relationship between modern educational supervision and the teachers’ morale and competence in Cluster 3 public secondary schools in Calamba City. Specifically, it assessed the manifestation level of modern educational supervision in terms of comprehensiveness, quality management, cooperation and organization, communication, and participation; the level of teachers’ morale in terms of work interest, salary, job status, work atmosphere, and human relationships; and the teachers’ competence in various domains such as content knowledge and pedagogy, learning environment, curriculum and planning, and professional growth. Using a quantitative descriptive-correlational design, data were gathered from school heads and teachers. Statistical tools such as the t-test and Person were used to determine significant differences and relationships between variables. Findings revealed no significant difference between the assessment of modern supervision and teacher competence, while some aspects of teachers’ morale salary, job status, and work atmosphere showed significant variation. Moreover, results indicated a significant positive relationship between the level of modern educational supervision and both teachers’ morale and competence. Test of Significant Relationship between the Manifestation Level of Modern Educational Supervision of School Heads and Level of Teachers’ Competence in Public Secondary Schools in Calamba City, the r values ranging from .250 to .821 were interpreted as with low positive to high positive correlation as to correlate Manifestation Level of Modern Educational Supervision of School Heads and Level of Teachers’ Competence. The computed probability values .000 to .049 were lesser than the level of significant (P<0.05); thus, the null hypothesis is rejected. The result shows that there is significant relationship between the dependent and independent variables. The study concludes that effective modern supervision enhances teachers’ motivation, performance, and overall instructional competence, underscoring the vital role of collaborative and participatory supervision in fostering school improvement. The proposed outcome was the C.A.R.E. Program (Creating Advancement and Reward Equity)), which aimed to develop current educational supervision procedures while also improving teachers' morale and competency. It focused on professional development for principals, wellness and recognition programs for teachers, and collaborative supervision practices. Schools can use C.A.R.E. Program to develop a more motivated, competent, and participatory teaching workforce, which may foster continual improvement in educational quality. It also supports teachers by addressing both financial needs and professional growth, ensuring they feel valued and motivated. Salary enhancement initiatives promote fair compensation, while incentive programs such as performance-based bonuses and recognition awards boost morale and encourage excellence. Professional growth support through scholarships, training subsidies, and university partnerships enables career advancement without financial strain. Retention strategies like long-service awards, allowances, and wellness programs further strengthen commitment and loyalty.
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