Assessment of Instructional Supervision Level of Pre-Service Teachers in Learning Delivery

This study investigated the extent of implementation of instructional supervision to pre-service teachers with their cooperating teachers in Capalonga District during practice teaching this school year 2024-2025. Specifically, it discovered the extent of instructional supervision given to pre-service teachers by their cooperating teachers in terms of setting clear expectations, modeling effective practices, feedback and reflection, mentorship and support, and collaboration. It also presented the support and services to pre-service teachers and cooperating teachers, as well as the challenges they met during the implementation of the instructional supervision. The researcher employed a purposive sampling technique with seventy-five (75) pre-service teachers and thirty-three (33) cooperating teachers with a total of one hundred eight (108) respondents from Capalonga District. This study used a researcher-made survey questionnaire organized into three parts: extent of instructional supervision, supports and services, and challenges and utilized Statistical Package for Social Sciences (SPSS) Version 21 for all descriptive and inferential statistics computations. The findings revealed that the extent of implementation of instructional supervision in terms of setting clear expectations, modeling effective practices, feedback and reflection, mentorship and support, and collaboration were very high. The cooperating teachers and pre-service teachers are partially given support and services that greatly affect the implementation of instructional supervision during practice teaching. Cooperating teachers often encountered the challenge of conflicting priorities and responsibilities, while pre-service teachers frequently encountered the challenge of self-efficacy and confidence. Also, a significant relationship (less than 0.01 significant level (p-values<.01), was found between the extent of implementation of instructional supervision and support and services for pre-service teachers. Based on these results, the study proposes a training program enhancing the implementation of instructional supervision and reinforces the awareness of TEI, cooperating schools, the community, and other stakeholders regarding the support and services given to pre-service teachers and cooperating teachers. This study contributed to understanding the dynamics of the extent of instructional supervision and support and services to pre-service teachers and cooperating teachers, providing insights into potential interventions to enhance both.