i
SUPERVISORY, INSTRUCTIONAL SKILLS AND PROFESSIONAL
PERFORMANCE OF TEACHERS IN VOCATIONAL COLLEGES
IN NGHE AN PROVINCE: BASIS FOR DEVELOPING
AN ENHANCEMENT PROGRAM
A Dissertation Presented to
the Faculty of Graduate School
Southern Luzon State University, the Philippines
in Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
Truong Giang and is hereby recommended for oral examination.
, 2014 Apolonia A. Espinosa, Ed.D

Adviser
Approved by the Oral Examination Committee, in partial fulfillment of the requirements for
the degree Doctor of Philosophy in Educational Management offered by Southern Luzon
State University, Republic of the Philippines in collaboration with Thai Nguyen University,
Socialist Republic of Vietnam.

(NAME OF PROFESSOR) (NAME OF PROFESSOR)
Member Member

(NAME OF PROFESSOR)
Chairman

Accepted in partial fulfillment of the requirements for the degree Doctor of
Philosophy in Educational Management offered by Southern Luzon State University,
Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic
of Vietnam. ____________ APOLONIA ESPINOSA, Ed.D.
Date Dean, Graduate School
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ACKNOWLEDGMENT
Beloved parents,
Siblings,
Relatives
And
Most especially
To my
Loving Wife and Children
For their endless support
And for being my constant source of inspiration
N.T.G.
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Table of Contents
Title Page
Page
Approval Sheet

11
Related Studies
11
Conceptual Framework
30
Chapter III. Methodology
58
Locale of the Study
58
Research design
58
Population and sampling
58

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Instrumentation
59
Data gathering procedure
59
Statistical treatment
60
Chapter IV. Presentation, Analysis and Interpretation of Data
62
Chapter V. Summary, Conclusions and Recommendations
89
Summary
89
Findings
89
Conclusions


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LIST OF TABLES
No.
Name of tables
Page
1
Table 1. The Level of the Supervisory Skills of Teachers as to Technical
Skills
62
2
Table 2. The Level of the Supervisory Skills of Teachers as to Technical
Skills (Cont.)
64
3
Table 3. The Level of the Supervisory Skills of Teachers as to Human
Relation Skills
66
4
Table 4. The Level of the Supervisory Skills of Teachers as to Human
Relation Skills (Cont.)
69
5
Table 5. The Level of the Supervisory Skills of Teachers as to

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Table 13 Correlation of Supervisory and Instructional Skills of Teachers
to their Professional Performance
88

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LIST OF FIGURES

1. Research paradigm
2. Administrative map of Nghe An Province

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Title:
SUPERVISORY, INSTRUCTIONAL SKILLS AND
PROFESSIONAL PERFORMANCE OF TEACHERS IN
VOCATIONAL COLLEGES IN NGHE AN PROVINCE:
BASIS FOR DEVELOPING AN ENHANCEMENT
PROGRAM
Researcher:
NGUYEN TRUONG GIANG - RIVER
Degree
Doctor of Philosophy in Educational Management
Nam/ Address of the
Institution
Southern Luzon State University
Graduate School
Lucban, Quezon
Date Completed
April, 2014

significant relationship between the supervisory and instructional skills and professional
performance of the teachers. The statistical analysis was done using EXCEL.
The level of the supervisory skills of teachers at the three selected vocational colleges in
Nghe An province fall in the “satisfactory” category mainly. Few gained “very satisfactory”
category. Meanwhile, that the level of the instructional skills of teachers at the three selected
vocational colleges in Nghe An province is of “satisfactory” category mainly. Very few fall in
“very satisfactory” category.
Moreover, there is low/negligible relationship between the instructional skills and
supervisory skills of teachers with that of professional performance.

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Chapter I
INTRODUCTION
Supervision plays an important role in the management of school organization. An
organization cannot function effectively without a leader to direct its goals. The principal and
his teachers are the persons responsible for a school to run smoothly. They are the ones who
make the necessary changes for more effective learning experiences of the students.
It is important that the school principal and its teachers possess supervisory and
instructional skills that greatly influence pupils' performance.
Effective teaching and supervision are very complex processes. To be truly successful, a
classroom teacher needs to master and employ a wide variety of competencies that both
directly and indirectly affect student learning. Furthermore, research data indicate that in
schools with positive and supportive cultures, students are more likely to reach their full
potential and teachers are inspired to grow, take risks, and work in a collegial manner
(Peterson, 1999; Urban, 1999.) The supervisory skills and behaviors of the principal and other
supervisors of instruction are critical components of a supportive school climate (Bulach,
Boothe, & Michael, 1999.)
Igwe (2001) noted that supervision involves evaluation, monitoring and quality control
for the purpose of curriculum and infrastructural development and improvement. In order to
achieve this, some specific tasks of the supervisor in a modern school have been identified as

best interests of their students. (Teachers' Standards, May 2012, UK Department for
Education).
Background of the study
After 20 years of implementing the renovation, industrialization and modernization, our
country has gained the important achievements in socio-economic development. It is the large

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role of enterprises that contribute to those sucesses. With the currently opening and
integrative trend, an essential requirement for businesses to increase the competitiveness and
expand the market is investing in modern technology and equipment, especially improving
the quality of the labor force. They need to have a team of skilled technicians and workers to
meet the developed requirements of the business. Starting from these requirements, the
training activities keep the most decisive position, not only to meet the needs of the business
but also for the export of labor, improving the efficiency of the labor export in our country.
For the high-quality human resources to meet the requirements of industrialization and
modernization, it is the need to develop a training system which is capable of providing the
society a large workforce who have necessary qualifications follow an appropriate structure
and are able to adapt quickly to any changes of the environment with an increasing
globalization. At the same time, they are also be able to regularly update the necessary
knowledge and skills for the workforce of the country. Vocational training is an important
part of the human resources training system for industrialization and modernization.
In the recent years, due to the care of the Party, the State, the leadership of the
Government and the efforts of all levels, the vocational training sectors have gradually been
renovated and developed to meet the technical manpower needs directly serve the socio-
economic development.
Vocational training systems and networks have been innovated and developed, moving
from low-level vocational training system with two levels of training into the vocational
training system with three levels of training: primary, junior and vocational colleges.
Vocational training centers have been developed under planning spread all over the country.
They are rich of ownership forms and types of training. Until now there are 1328 vocational

equivalent to 23.5 million in 2015 (in which secondary and college account for 20%) and

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55% in 2020, equivalent to 34.4 million people (in which the secondary and college account
for 23%).
In period 2011 - 2015: have new training in vocational secondary and college level,
about 2.1 million people, primary and vocational training under 3 months , about 7.5 million
people, of which 4.7 million people are supported vocational training due to "vocational
training project for rural laborers by 2020 "(Project 1956).
In period 2016 - 2020: have new training in vocational junior and college level, about
2.9 million people (in which 10% get national, ASEAN and international level,) primary and
vocational training under 3 months, about 10 million people, of which 5.5 million people are
supported vocational training due to Project 1956.
By 2015, there will be about 190 vocational colleges (60 non-public schools, cover
31.5%), including 26 high-quality schools; 300 vocational secondary schools (100 non-public
schools, cover 33%), and 920 vocational training centers (320 non-public centers, cover
34.8%). Each province / city which belongs to the Central Government has at least one
vocational college and one model vocational training center; each county / district / town has
a vocational training center or vocational secondary schools. By 2020, there will be about 230
vocational colleges (80 non-public schools, cover 34.8%), including 40 high-quality schools;
310 vocational secondary schools (120 non-public schools, cover 38.8%), and 1050
vocational training centers (350 non-public centers, cover 33.3%) in which 150 model centers.
By 2015, there will be 51,000 vocational teachers (of which about 17,000 teachers in
the non-public vocational training institutions), in which teaching in vocational training
colleges will be 13,000, secondary 24,000 people, primary and training less than three months
will be 14,000 people. By 2020, there will be 77,000 vocational teachers (of which about
25,000 teachers in the non-public vocational training institutions), in which teaching in
vocational training colleges will be 28,000, secondary 31,000 people, primary and training
less than three months will be 18,000 people.


2.2. counselling skills;
2.3. classroom management skills; and
2.4. assessment skills.
3. Determine the professional performance of teachers;
4. Find out the significant relationship between the supervisory and instructional skills
and professional performance of the teachers;
5. Develop an enhancement program based on the results.
Null Hypothesis
There is no significant relationship between supervisory and instructional skills and the
professional performance of the teachers in the vocational colleges.
Significance of the study
This study is beneficial to the following group of people.
Administrators. It is hoped that the study may contribute in giving a new dimension in
the administration and supervision of vocational colleges in Nghe An province.
Teachers. The outcome of the study is of great help to teachers because they will be
made aware of the different types of leadership that would affect changes and improvements
of the school. The researcher may contribute to a new avenue in her search for better ways to
improve oneself and her work environment. In this way, it would ultimately lead to a better
quality performance in the teaching force.
Students. They will be benefited by this study since they are the main concerns of
educators and any wholesome environment and relationship could create positive effect on the
teaching and learning process.
Future Researchers. This study could provide references for future proponents who
wish to venture a study similar to the nature of this ongoing research.
Scope and limitation of the study

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The study was conducted to assess the supervisory skills and instructional skills of the
teachers of 3 vocational colleges in Nghe An Province, including Viet Duc Vocational
College (1972), Viet Han Vocational College (1998), and Nghe An Trading and Tourism

altogether.
conceptual skills refer to the abilities of the teachers associated with knowledge and how this
knowledge could be applied to enable to analyze the role of the ducational in relation to
its environment. (Gunay, 2000)
counselling skills refer to a helping approach that highlights the emotional and intellectual
experiences of students, how students are feeling and what they think about the problem
they have sought help for. Counselling is the process that occurs when a client and
counsellor set aside time in order to explore difficulties which may include the stressful
or emotional feelings of the client; the act of helping the client to see things more
clearly, possibly from a different view-, and a relationship of trust. In another way,
counselling is a form of psychological or talking therapy that offers people a chance to
change how they feel and to live better, whereas counselling skills are the skills that are
needed for counselling, or the skills that a counsellor should possess or have so as to be
able to work effectively. Some of these counselling skills are using active listening and
responding skills, allowing participants to work at their own pace, and also letting
people find out what works best for them.
human relation skills refer to skills that provide a way for teachers to work together
effectively within their organization. A teacher needs to have an understanding of the
skills that are necessary to succeed in the work world. Also necessary is being able to
cope and deal with communicating with others like colleagues, students…. Human

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relation skills will help a person to deal with conflict, constructive criticism, persuasion,
and problem solving.
instructional skills refer to the most specific category of teaching behaviors. They are
necessary for procedural purposes and for structuring appropriate learning experiences
for students.
pedagogical skills can be referred to as the ability or expertise used by teachers as their
method of teahing. This may include practically explaining theory to students or being
able to apply the subject in real life for easy unerstanding. (http://www:ask

and h) Faculty plan for curriculum improvement
The common denominator in the objectives of supervision as outlined above is to help
teachers become more effective in planning their class work in terms of utilizing maximally,

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textbooks and other basic materials and curricular aids as well as helping teachers with
guidance and evaluation. (Supervision, Evaluation and quality control in Education in
Nwagwu, N.A. Current Issues in educational Management in Nigeria, Ambik Press Ltd.,
Benin city)
Organizing strategies include planning, lesson design, time use (time management, time
on task, and pacing, for example), advance work, and classroom management.
New teachers usually find organizing strategies the most difficult to master. From
planning to classroom management, organizing strategies are hidden from most classroom
observations. Consequently, the student teacher, intern, or new teacher who observes a master
teacher's classroom in the middle of the year often misses the advance work and classroom
management strategies that the master teacher used during the first few days of school to set
the tone for a positive learning environment. The novice teacher observing a veteran teacher's
classroom sees the outcome of effective planning - a smoothly functioning lesson - but is not
privy to the veteran teacher's lesson planning processes. Organizing strategies help create the
necessary conditions for learning - and teachers can acquire these skills systematically rather
than depending on trial and error.
Planning. New teachers spend much more time planning instruction than their veteran
counterparts do, often staying up late at night to plan the next day's lesson. Mentors can help
new teachers with instructional planning - particularly unit planning, which allows the novice
to see the bigger picture and plan backward from the end of the unit. During instructional
planning, veteran teachers make decisions on the basis of learner, content, and context: Who
are my learners? What information, ideas, and concepts do I want my students to grasp?
Under what conditions will instruction occur?
Complete lesson planning comprises four components: initial, active, in-flight, and
follow-up planning. During initial planning, teachers visualize the lesson - that is, they think

When you’re sure of yourself and adopt a positive attitude, it becomes easy to command
authority just by the way you look.
The second one is Knowledge. There’s no use looking the part without knowing what
it’s all about, so when you set out to be a teacher, ensure that you know your subject
thoroughly. It’s not just enough to be prepared for each class; if you want to be taken
seriously by your students and earn their respect, you must be thoroughly knowledgeable in
your subject and know more than a little in most others as well. In short, you need to be a jack
of all subjects and a master of one in order to impress and command.
The third one is Individualization. Good teachers know how to tailor their lessons based
on the students they teach - a class of achievers would be bored to death with simplified
explanations while one with average students would find difficult theories hard to
comprehend unless they’re brought down to their level of understanding. Most classes are a
mix of average and brilliant students, so it’s best to prepare lessons that cater to the average
student. As a teacher who wants to manage your class effectively, you must know how to
assess each class you handle and customize your lessons accordingly.
The next one is Time-management. The best teachers I’ve had are those who made a
class both entertaining and educative - they were able to teach me about the subject and make
the class entertaining as well. When a class is interesting, there’s no difficulty in managing its
students. It’s only when they get bored and listless that they start to act up and behave badly.
Good teachers know how to manage the time in their classes so that their students don’t
realize its passage or keep watching the clock.
The last one is Patience. And finally, teachers who manage their classrooms well have
immense patience. They don’t lose their cool when their students start acting up; they don’t
shout and yell for any reason; and they don’t lose control of the situation at any point of time.
It takes a great deal of patience to cope with a classroom full of students, some of who are
bent on causing trouble with their mischievous antics. However, if you manage to adopt a

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cool attitude and show no frustration, it’s easy to regain control and continue with the lesson.
( />have/) (Carrie Oakley, 5 Classroom Management Skills Every Teacher Must Have, November