Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

Abstract

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.