Supervisory Practices in an Autonomous National High School: Teachers’ Cross-sectional Perspectives

This study analyzed the Science teachers (ST) and non-science teachers' (NST) perceptions of supervisory practices in an autonomous national high school in the Division of Zambales during the School Year 2016-2017 in relations to curriculum and instruction, communication, staff development, evaluation, leadership; and classroom visits. It utilized descriptive cross-sectional design of research with the standardized instrument to measure the perceptions of the two groups of respondents on the supervisory practices within the specified time frame. The perceived supervisory practices in relations to the identified areas were analyzed per group of teacher using Weighted Mean and the comparative analysis on the level of agreement regarding the perceptions of the two groups of teachers, independent t-Test was used. Both the group of teachers registered the same level of agreement on the various aspects of supervisory practices. There was no significant difference between the perceptions of ST and NST on the supervisory practices in an autonomous national high school