Supervisory Practices of Deans for Quality Instruction in Teacher Education Institutions in Central Luzon Region, Philippines
Keywords:
educational leadership; institutional quality classifications; instructional supervision; Philippines; teacher educationAbstract
Contemporary teacher education institutions in the Philippines face increasing demands for quality assurance and institutional resilience amid rapid educational transformations, yet limited research exists on supervisory practices that enable deans to navigate these challenges effectively. Hence, this study explored supervisory practices of deans in teacher education institutions in Central Luzon, Philippines, focusing on how these practices contribute to quality instruction and institutional excellence. A qualitative case study design was employed, involving four teacher education institutions with Centers of Excellence and Centers of Development status. Data were collected through in-depth interviews with academic deans, validated by expert review and analyzed using thematic analysis with external auditing to ensure credibility and trustworthiness. Six interrelated supervisory practices emerged: (1) instructional supervision and program management; (2) faculty development and empowerment; (3) technology-enhanced supervision and learning; (4) assessment and quality assurance systems; (5) resource allocation and infrastructure development; and (6) strategic adaptation and future directions. These findings underscore the central role of deans in sustaining quality teacher education while preparing institutions for global and technological challenges. The study contributes practical insights for educational leaders and policy frameworks for institutional quality enhancement, demonstrating how contextually responsive supervision can maintain excellence standards while developing institutional resilience and adaptation to evolving educational demands.
https://doi.org/10.26803/ijlter.24.10.38
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