Mediation on Focusing on Teaching and Learning as a Competency Standard and the

School Head's Curriculum Supervision Practices

A Proposed Research Paper

In Partial Fulfillment of the

Presented by:
LEA S. ABAÑO
JENNIEL A. ALCANTARA
REGINE MAE R. CABRERA
VENERANDA A. DELOS SANTOS
HANNA ANGELINE R. GRANA
ANDY G. PALILLO
JESSICA N. PLACINO

March, 2023
 Chapter 1
Introduction

School heads are stewards of scholastic institutions. They play pivotal roles to ensure the

establishment of conducive teaching and learning environment. Hence, they are bounded to

decentralize and refine school-based management as empowered leaders (Sindvad, 2009).

Hence, school heads are expected to acquire various competencies such as educational

leadership. transformational leadership, instructional leadership, and an effective mediator to

safeguard the impartation and acquisition of knowledge among teachers and learners (Tolentino,

2022).

Moreso, school head’ s main task is to promote, apply and improve instructional

leadership. Wherein, this leadership style is more focused with a competent curriculum leading

to the learning of students and innovative teaching techniques of teachers (Drake and Roe, 2005).

Thus, the practices are leading to an approach which focuses on how school heads supervise

teacher’s behavior in particular activities such as holding classes, and the impacts on the learners’

academic achievement, according to Steinback in 2000.

As the 21st century schools are having new sets of competencies, school heads school

heads must determine their level of competencies in accordance with Philippine Professional

Standards for School Heads (PPSSH). Such is their scaffolding for a possible development of

program in efficient curriculum supervision. Thus, competency standards and curriculum

supervision assessment shall be applied to all school leaders to measure their efficacy as an

integral process of mediating teaching-learning practices within his or her premise.

Indeed, the researchers will conduct a study on how the school heads facilitate implement

and mediate practices focusing on teaching-learning processes in meeting the competency

on how they govern their schools and how they leverage excellent impartation of learnings and

acquisition of knowledge among the school partakers most particularly the teachers and learners.

Thus, this study will lead the researchers in closely relating the roles and duties of school

heads in developing and disseminating the institutional aims and goals, setting the targeted

competency standards, coordinating, and supervising effective curriculum, evaluating teachers’

prowess in classroom instructions, and encouraging learners to study well.

Background of the study

Competency Standard are a set of benchmarks that define the skills, knowledge and

attributes people need to perform a work role. They are developed in consultation with industry,

in order to ensure they reflect the needs of the workplace. (Trinder 2008) Competency standards

provide recognition that a person has demonstrated professional excellence and continues to

maintain the high standards of his/her profession. They assist employers to satisfy themselves

that a candidate for employment is suitably qualified. As well as gaining the qualification,

professionals are usually required to continue to maintain or improve their level of competency

by undertaking approved continuing profession development. Trinder believe that skills

development has shorter term aims than education. The proof of the adequacy and effectiveness

of education and training systems are the competency of the graduates when they enter the

profession. However, since education has long term aims, the proof of the efficiency of education

will be whether the graduate can adapt to new technologies over several decades while he/she is

employed in the workforce. It is used to develop the person’s skills by implementing training,

and to identify the competencies expected in their job as school heads and as teachers in the
Division of Tayabas. It is also to recognize the strengths and weaknesses of the participant to

know what training the researchers conducting, the training and assessment resources can be

developed, and individuals tested against the standards. Training resources might include a

curriculum, test projects, learner guides, texts, references, teaching strategies, group activities

and an assessment system that can be used to determine the unit of competency. This study aims

to conduct a systematic review to find out the role of the school heads in teaching and learning

based to personal traits, professional development and principal-teachers’ relations which was

obtained only through survey and interview in City Schools Division of Tayabas. There were 268

public elementary school teachers who assessed their competency, they were chosen through

criterion sampling. The results of processing the data gathered served as basis to propose

additional input to curriculum supervision practices in assessing the school heads’ competency in

focusing on teaching and learning in terms of school-based review, contextualization and

implementation of learning standards, teaching standards and pedagogies, teacher performance

feedback, learner achievement and other performance indicators, learning assessment, learning

environment, career awareness and opportunities, and learner discipline.

Objectives of the Study

This study aims is to identify the undertakings of the school heads in mediating school

practices focusing on teaching and learning as a competency standard and how they supervise

curriculum implementation.

Specifically, it aimed to:

1. Ascertain the role of the school heads in teaching and learning as to:

1.1 Personal traits,

1.3 Principal-teachers’ relations.

2. Assess the school heads’ competency in Focusing on Teaching and Learning in

terms of:

2.1 School-based review, contextualization and implementation of

learning standards,

2.2 Teaching standards and pedagogies,

2.3 Teacher performance feedback,

2.4 Learner achievement and other performance indicators,

2.5 Learning assessment,

2.6 Learning environment,

2.7 Career awareness and opportunities, and

2.8 Learner discipline.

3. Determine the curriculum supervision practices of the school heads in terms of:

3.1 Checking teachers’ records of work,

3.2 Checking pupils’ notes,

3.3 Holding model/ demonstration teaching sessions,

3.4 Classroom observation, and

3.5 Providing adequate teaching and learning resources.

4. Propose an evaluation tool for Focusing on Teaching and Learning as a

Competency Standard.

Hypothesis
 There is no significant difference in school heads’ practices focusing on teaching and

learning as a competency standard and how they supervise curriculum implementation.

Significance of the Study

The impetus of this study is to is to identify the undertakings of the school heads in

mediating school practices focusing on teaching and learning as a competency standard and how

they supervise curriculum implementation.

The result of the study will give you advantage to the following:

Students. This study will serve as guide to effective learning acquisition that will lead

them value perseverance in terms of achieving high academic performance. Moreso, this study

will lead them to have more confidence in their skills, paving to understand their own learning

with regards to the given subject which they need and useful to them.

Teachers. This research will aid them in materializing their lessons based on the content

standards set by the curriculum. Also, it will help them in aligning the subject-subject matter to

be provided to learners. Based on the findings of this research, teachers will be vigilant deciding

which strategies that one may use during classroom proceedings. Also, the output of this study

will lead teachers to be more creative in handling classes.

School Heads. This study will help School Heads understanding their duties as

instructional leaders. This study will also lead them ascertain their roles on how to manage the

workforce as evident in principal-teacher relationships, how they contextualize career

progression and advancement, and how they discipline their learners as the core clientele of the

school.

Future Researchers. This research will serve as an instrument that will guide and

navigate them to discovering credible, reliable and tantamount factors that are known as
indispensable data for further understanding on the topic. Indeed, this research is going to be a

chief source of enlightenment that they will surely need in their future studies.

Scope and Limitations

This research focuses on Teaching and Learning as a Competency Standard and the

School Head's Curriculum Supervision Practices to find out the role of the school heads in

teaching and learning based to personal traits, professional development and principal-teachers’

relations which was obtained only through survey and interview in City Schools Division of

Tayabas. Further, the results of processing the data gathered served as basis to propose additional

input to curriculum supervision practices in assessing the school heads’ competency in focusing

on teaching and learning in terms of school-based review, contextualization and implementation

of learning standards, teaching standards and pedagogies, teacher performance feedback, learner

achievement and other performance indicators, learning assessment, learning environment,

career awareness and opportunities, and learner discipline.

The study was limited to using Mixed method of research for it involved descriptive and

inferential statistics using percentage and weighted mean as its quantitative nature and Checklist

questionnaire supported by interview and observation as its qualitative techniques. The checklist

questionnaire consisted of two parts : Part 1 elicits information on the respondents demographic

profile while part 2 refers to their role. Meanwhile, the structured interview comprised of 8

questions pertaining to teacher’s competency.

There were 268 public elementary school teachers who assessed their competency. They

were chosen through criterion sampling. On the other hand, the selection was limited only in
City Schools Division of Tayabas. The time frame of the study was from March 2023-February

2024.

Definition of Terms

The terms appearing below are defined both conceptually and operationally to facilitate

understanding of the study:

Mediation is a process wherein the parties meet with a mutually selected impartial and neutral

person who assists them in the negotiation of their difference (The JAMS Mediation

Process, 2021). In this study, it relates to the negotiation to agree on focusing on teaching-

learning as a competency standard and the school head’s curriculum supervision practices.

Teaching-learning practices refer to evidence-based teaching strategies implemented with

fidelity and informed through data to produce positive, sustained results (Hattie, 2009). In

this study, it is one of the important variables where the mediation is focused.

Competency standards are made up of units of competency, which are themselves made up of

elements of competency, together with performance criteria, a range of variables, and

evidence guide (ILO 2020). In like manner, these are the qualifications of the school head

to be assessed.

Curriculum supervision is a program that prepares individuals to superintend instructional and

support personnel at the school building, facility, or staff level (National Center for

Education Statistics, 2018). It includes checking teachers’ records of work, checking

providing adequate teaching and learning resources.