IMPLEMENTATION OF SCHOOL BASED INSTRUCTIONAL SUPERVISION PROGRAM: LIVED EXPERIENCES OF ENGLISH TEACHERS

The main purpose of this study was to discover the instructional supervision and pedagogical practices as major strategies used by English teachers who were currently teaching in public secondary schools. A total of ten participants were considered in this study who had more than two years of teaching experience in selected public junior high school in Sulop Davao del Sur. Moreover, I used a qualitative phenomenological approach in this study. Phenomenology is a form of qualitative research that delves into non-numerical data, utilizing interviews and observation notes. To gather focused, qualitative textual data, I used semi-structured interviews. This method combined the flexibility of unstructured, open-ended interviews with the directionality and agenda necessary for producing insightful data (Schensul, et al, 2019). Significantly, this study explored the challenges and benefits related to the implementation of a School-Based Instructional Supervision (SBIS) program, focusing on three key themes: lack of adequate professional development and training, flexibility in adjusting teaching strategies, and the impact of supportive supervision on teaching quality. Findings reveal that teachers often face significant barriers due to insufficient training and professional development opportunities, hindering their ability to effectively implement instructional strategies. However, the study also highlights the importance of flexibility in adjusting teaching methods to meet the needs of diverse classrooms. Additionally, supportive supervision was found to enhance teaching quality by providing ongoing feedback and fostering a collaborative environment for continuous improvement. KEYWORDS- Implementation, School Based, Instructional, Supervision, Program, Lived Experiences, English Teachers