INFLUENCE OF SCHOOL HEAD’S SUPERVISORY PRACTICES

ON WORK PERFORMANCE OF THE HIGH SCHOOL TEACHERS

IN DOMALANDAN CENTER INTEGRATED SCHOOL

Nora T. Cruz, Ed.D

Master Teacher II, Domalandan Center Integrated School

Abstract

When taking on the responsibilities of a supervisor, the

School Head plays an important role in promoting and developing
the learning and professional growth of teachers. School Heads
can be a major source of reliance and support for teachers when
it comes to addressing issues and problems related to the
teaching and learning process and instructional development. It
is in this vein that this study is conducted. It looked into the
influence of the school head’s supervisory role in the work
performance of the teachers in Domalandan Center Integrated
School.
Utilizing the results of the data gathered in the
questionnaire, the findings show how the school head’s
supervisory role influenced the teachers in the development or
improvement of their teaching practices in school. It affirmed
the link there is between the school head’s instructional
supervisory role in improving teachers’ professional
competencies. Moreover, results indicate that the school head
influenced the teachers’ motivation in cultivating their job
performance. It is recommended though that the school head should
look for possible improvements in the instructional supervisory
role to develop the performance of the school as a whole and that
the scope of teachers’ evaluation should encompass other aspects,
not just classroom performance.

Keywords evaluation head teachers instruction supervision

 INTRODUCTION

Global educational policies and programs alike have brought forth

significant challenges to many education systems around the globe though

educational policy in the twenty first century which as become the key to

global security, sustainability and survival (Olssen et al. 2006). With the

technological boom of the 21st Century, school environments have become

increasingly complex and diverse. Children are expected to learn and acquire

knowledge and skills that will help them obtain success in school and life.

High learning standards are set for them to achieve educational success. This

in turn has placed high demand on educational leaders. Not only do they need

to have knowledge on school management and finance, it is now imperative for

them to develop instructional leadership skills to promote effective teaching

and high level learning which comes with their ability to not only be able to

recognize and assume shared responsibility for students’ intellectual and

educational development, but also their personal, social, emotional and

physical development (Hallinger and Murphy, 2006; Chan Yuen and Gurnam Kaur,

2009).

The effect of globalization on education, on the other hand

today, has called for survival measures of education the world

over, and all organizations continuously strive for sustainable

development and survival with no let up. Responding to this

scenario, Armstrong (2007) suggests that this survival can

basically be ensured through adequate work supervision as one of

strategic survival approaches. As a manager in any organization,

contends Hunsaker & Hunsaker (2009), one must ensure that

objectives are met and also that employees learn how to enhance

their performance through regular appraisals and supervision.

For schools to be effective, they need to look for opportunities to

increase the professional development and job performance of teachers for the

betterment in managing the teaching and learning process, and this can be done

through supervision (Arong and Ogbadu, 2010). Hence, when taking on the

responsibilities of a supervisor, the School Head plays an important role in

promoting and developing the learning and professional growth of teachers.

School Heads can be a major source of reliance and support for teachers when

it comes to addressing issues and problems related to the teaching and

learning process and instructional development. As such, it would be fitting

to look into how the role of the School Head as an instructional leader

related to instructional supervision, will help teachers perform their jobs

better.
Basically in education sector, the main purposes of supervision are to

improve classroom instruction and to promote professional growth and

development of teachers. Supervision can be thought of as the glue of a

successful school and "behind every successful school is an effective

supervision program". Generally, according to Fleming & Steen (2005:18), one

of the crucial elements of supervision is the idea that the role of

supervision is to protect the best interests of the client.

THE PROBLEM

Referring to educational context still, the main objective

of supervisory practice in school is to improve instruction,

which is teaching and learning. According to Pearson (2009), when

supervising in the educational realm, supervisors should seek to

help those being supervised realize their possibilities and

usefulness. The supervisor must watch the teacher's work, ask the
teacher questions about why the teacher used certain teaching

methods and provide information on the best teaching practices,

enabling educators to improve. In fact, according to Aseltine

(2006), the process of supervision for learning offers both

teachers and their supervisors the opportunity to work together

to improve student learning Simply put, while aimed at improving

teacher‘s work performance, professional growth and development

as well as student‘s academic performance, supervision is

twofold, that is; general supervision and instructional

supervision which subsumes supervisory activities that take place

principally outside and inside the classroom (Okumbe, 2007). By

function, supervision is an act of instructional leadership

(Andrews & Basom,2011). According to Okumbe, general supervision

denotes such activities as writing and revision of curricular,

preparation of schemes of work and lesson plans, marking some of

students‘ pending work, preparation of units and materials of

instruction, the development of processes and instruments for

reporting to parents and such broad concerns as the evaluation of

the total educational program. Whereas, instructional supervision

contends (Okumbe, 2007) on the other hand, is concerned with

teacher‘s teaching and student learning in the classroom.

When discussing the concept of supervision here in Baguio City National

High School (BCNHS), many teachers still perceive it as a form of inspection.

Many teachers have yet to distinguish between the concept of inspection and
instructional supervision. The first is a form of controlled assessment and

evaluation method to ensure the improvement on the standards of schools, while

the latter focuses more on providing continuous guidance, support and feedback

for teachers to develop professionally and to also improve on the teaching and

learning process in school (Kruskamp, 2008; Tyagi, 2010). This is because high

school teachers at pubic secondary schools in Baguio City still view

supervision as a form of “inspection” tool where an external party will enter

their classroom and play the role of observing, examining and assessing

teachers on their teaching practices. They see the supervisor’s role as an

inspectorate, examiner and evaluator, rather than a source of guidance and

support. This has been the teachers’ perception towards supervision. In it in

this context that this study is proposed. It seeks to determine the influence

of the head teachers’ supervisory practices on the areas of teaching

practices, professional competency and motivation in job performance among

secondary teachers in the Baguio City National High School.

FRAMEWORK
The study is based on and guided by Symbolic Interactionism theory

coined by Blumer (1969), as a relevant theory fitting to explain how and why

teachers‘ work performance can be influenced by head teachers‘ general and

instructional supervisory practices. Essentially, Blumer believed that

symbolic interactionism was a method of constructing meaning from social

interactions. Symbolic interactionism emphasizes interactions among people,

the use of symbols in communication and interaction, and the reality of self

as constructed by others through communication and interaction with one

another. Needless to say, supervision by nature is a process (Pierce and

Rowell, 2005) and by so being, it involves social interaction of the

supervisor (head teacher) and the (supervisee) teacher throughout the process,

which is from pre-conference observation, observation and post-conference

observation.
 Undeniably, what a head teacher does during supervision

process has a significant impact on teacher‘s teaching practices

and consequently, work performance. Head teacher‘s supervision

skills are made manifest during observation and when giving the

supervised teacher the observation feedback, a session during

which both the head teacher and the teacher share their

experiences. Influence of general supervision supplement the

influence of instructional supervision on teachers‘ work

performance. The figure below depicts the profile of the

respondents as well as all the essential prototypes of general

and instructional supervision and teachers‘ work performance in

school and how these variables relate.

Personal Profile
Indicators

a. Age
b. Sex
c. Length of Service/Number of
Role and Influence
years as Head Teacher
c. Highest educational of the Head Teachers
attainment
a.development of
teachers’ teaching
practices

b.enhancement of
teachers’ professional
competencies;

c.motivation of
teachers in their job
Figure 1. performance
Conceptual Framework of the Study

OBJECTIVE OF THE STUDY

 This study determined the influence of the head teachers’
supervisory practices on the secondary teachers of Baguio City
National High School with regards to the development of teaching
practices, enhancement of professional competencies, and
motivation in job performance among the secondary teachers

METHOD
A quantitative survey using a questionnaire was used to carry out the

research at the Baguio City National High School. Selection of the sample, 50

% of the total number of teachers for BCNHS was made using the simple random

sampling method. The respondents were selected using the simple random

sampling method.
The questionnaires were distributed to the( N= 125) teacher- respondents

representative of the 50% population of secondary teachers at Baguio City

National High School. The data gathered were processed and analysed using SPSS

Package Program (Version 20). Analysis of the data were divided into two

sections. Average frequency counts and percentage was used for the background

profile of the respondents while descriptive statistics was used for measure

of central tendency using mode, median and mean.

For the Status of Development of Teaching Practices and Professional Competency, the rating in
each indicator was interpreted using the range below:

Choices Rating Scale Interpretation

5 4.21 – 5.00 VH (very high)

4 3.41 – 4.20 H (high)
3 2.62 – 3.40 M (moderate)
2 1.81 – 2.60 L (low)
1 1.0 – 1.80 VL (very low)
 For the Extent of Agreement towards Head Teachers’ Motivation on
Teachers’ Job Performance, the rating in each indicator was interpreted using the range
below:

Choices Rating Scale Interpretation

5 4.21 – 5.00 SA (strongly agree)

4 3.41 – 4.20 A (agree)
3 2.62 – 3.40 NS (not sure)
2 1.81 – 2.60 D (disagree)
1 1.0 – 1.80 SD (strongly disagree)

RESULTS AND DISCUSSION

This section presents the data gathered with their
corresponding analysis and interpretation.

Table 1
Frequency and Percentage Distribution of the Respondents
in terms of their Demographic Profile
(N=125 )

Age f % Sex f % Length f % Educational f %

of Attainment
Service
25- 9 7.2 Male 28 22.4 below 5 3 2.4 Bachelor’s 64 51.2
below years Degree
26-30 14 11.2 Female 97 77.6 6-10 8 6.4 Master’s 59 47.2
Degree
31-35 22 17.6 Total 125 100 11-15 17 13.6 Doctorate 2 1.6
Degree
36-40 31 24.8 16-20 41 32.8 Total 125 100
41-45 34 27.2 21-25 53 42.4
46-50 3 2.4 above 30 3 2.4
51-55 7 5.6 Total 125 100
56- 5 4.0
above
Total 125 100

The data in the table present the profile of the respondents

in terms of their age, sex, length of service, and educational
attainment. Of the 125 total number of respondents the data show
that majority of the respondents are aged 41-45 (27.2%) followed
by those who age group fall under 36-40 (24.8%. On one hand while
there are 9 out of the 125 respondents whose age range from 25
below, there are 5 of the total respondents whose age range from
56 above on the other hand. This goes to show that majority of
the teachers at the Baguio City National High School are middle-
aged. The data also indicate that of the total 125 respondents
77.6% are females while the 22.4% are males which goes to show
that the female teachers outnumber the male teachers at BCNHS. It
is noteworthy that 42.4% of the respondents have been in the
service for 21-25 years followed by those who have been in the
service for 16-20 years with 32.8%. Likewise it is noteworthy
that 3 (2.4%) out of the total 125 respondents have been in the
service for more than 30 years. Incidentally the data also show
that 47.2% claimed to have furthered their studies by earning
their master’s degree while 1.6% earned their doctorate degree.
Though 64 of the respondents (51.2) have checked bachelor’s
degree where status of their educational attainment is concerned,
it emerged during the interview that more than a half of them are
either enrolled if not already done and stopped with earning the
academic requirements.

Table 2
Influence of Head Teachers in terms of Developing
Teaching Practices
(N=125 )

Teaching Practices Mean Description

assists teachers in lesson planning. 3.88 High
assists teachers in developing/selecting 3.88 High
instructional materials.
helps teachers to evaluate curricula and 2.80 Low
suggest changes to meet the students’
needs.
encourages teachers to use appropriate 3.89 High
methods of teaching
assists teachers in evaluating student 3.83 High
performance.
advises teachers about new developments in 3.81 High
teaching
conducts meetings with teachers to review 3.40 Moderate
progress.
communicates with administrators about 3.79 High
instructional concerns.
communicates with teachers about 3.90 High
instructional concerns.
promotes the exchange of ideas and 4.02 High
materials among teachers
Overall 3.72 High

Table 2 shows the teachers’ responses towards the head

teachers’ influence or contributions on the respondents’
development of teaching practices. The respondents had to assess
the instructional supervision role of the head teachers and rate
it from 1.0 to 5.00 which translates to very low to very high
where the observance or conduct of the indicators in the tables
is concerned. The overall mean 3.72 which translates to high
affirms the head teachers’ influence or contribution to the
teachers’ development or improvement of teaching practices.
Whereas the respondents have higher responses for indicators
such as ‘promotes the exchange of ideas and materials among
teachers’ (4.02) and ‘communicates with teachers about
instructional concerns’ (3.90, it is noteworthy that the
respondents rated moderate and low the indicators which pertain
to ‘ helps teachers to evaluate curricula and suggest changes to
meet the students’ needs (2.80);and ‘conducts meetings with
teachers to review progress’ (3.40). This can be taken to mean as
having a different concept or perspectives on how the head
teachers can influence them in their teaching practices relative
to its development or improvement. This can also be attributed to
the respondents’ varying concepts of regularity of department
meetings or opportunities there may be for them to meet and
evaluate the curricula. All in all the results allude to the head
teachers’ need to make greater contribution to the teachers in
helping them develop if not improve their teaching practices such
as providing guidance in lesson planning and giving advices in
teaching among others.

Table 3
Influence of Head Teachers in terms of
Enhancement of Professional Competency
(N=125 )

Professional Competency Mean Description

directs all supervisory activities for the 3.80 High
teachers’ improvement

helps to facilitate teachers’ access to 3.91 High

professional resources.

evaluates the performance of teachers. 4.09 High

uses evaluation as a means for development. 3.74 High

evaluates teachers only through their 2.57 Low

classroom performance.

uses more than one source in evaluating 3.61 High

teachers.

provides feedback and offer suggestions for 3.96 High

instructional improvement.

encourages teachers’ professional growth. 3.92 High

conducts in-service programs to improve the 3.79 High

performance of teachers.

conducts orientation activities for new 3.47 High

teachers.

3.68 High
Total
 The data in the table show the teachers’ responses on the
head teachers’ influence as a supervisor towards the enhancement
of the teachers’ professional competencies. Most of the teachers
claimed that the head teachers helped to facilitate their access
to professional resources (3.91), which in turn may help to
develop their knowledge in target areas and thus developing
their professional competencies as well. Whereas the highest
response indicates that the head teachers ‘evaluates the
performance of teachers (4.09), it cannot escape our notice that
the lowest pertains to the indicator where the head teachers
‘evaluates teachers only through their classroom performance’
(2.57). Different aspects of in-class supervision comes into play
as to why this got the lowest rating. According to the
respondents management and learning environment are also the
major areas considered by their head teachers when they are
evaluated; thus, bearing this in mind they have not restricted
evaluation of teachers to their performance. Ideally all the
indicators should have gotten a mean which translates to very
high. Still, the overall mean 3.68 which translates to high is
good. However the results still point to the need to improve
teachers’ professional competencies. Moreover, the results bring
to the fore the need for head teachers to evaluate, too, the
performance of teachers in class or school.
Table 4
Influence of Head Teachers in terms of Teachers’
Motivation in their Job Performance
(N=125 )

Head Teacher….. Mean Description

is an example of good work and behaviour 3.93 Agree
for me to follow.
Is considered as a symbol and sign of 3.84 Agree
success and accomplishment In our teaching
profession.
inspires and encourages teachers to aim 3.80 Agree
high in our teaching job and in life.
makes me feel proud to be associated with 3.72 Agree
him/her.
has a special ability and talent for seeing 3.57 Agree
what is really important for me to consider
in my teaching job and life.
encourages me to hope for a bright future 3.82 Agree
in our teaching profession and in life.
inspires loyalty and commitment to the 4.25 Strongly Agree
department.
encourages me to express my ideas and 4.33 Strongly Agree
opinions in staff meetings.
shows a sense of duty and work commitment 4.61 Strongly Agree
which he/she transmits to me.
stimulates and encourages teachers to 4.89 Strongly Agree
participate willingly and happily in doing
departmental duties.
Overall 4.07 Agree

Motivation is one of the factors tested in this study to

determine the head teachers’ influence in improving teachers’ job
performance. The data in the table above show how the teachers
favorably agree to the contribution of the head teachers towards
teachers’ motivation in their job performance as evidenced by the
overall rating 4.07. It can be noted that the four areas where
the teachers strongly agree to the influence of the head teachers
towards motivation in job performance lie along the areas where
the professional functions of the job is concerned. These are:
inspires loyalty and commitment to the department (4.25);
encourages me to express my ideas and opinions in staff meetings
(4.33); shows a sense of duty and work commitment which s/he
transmits to me (4.61); and, stimulates and encourages teachers
to participate willingly and happily in doing departmental duties
(4.89). Incidentally, the particular qualities of the head
teachers as an example of good work and behavior (3.93), and a
symbol and sign of success and accomplishment (3.84) imply that
the head teachers helps to improve the teachers’ motivation to
perform well in their work. Moreover, the head teachers
contributes to the increase of motivation among teachers and
improve their job performance as well.

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

FINDINGS
1. Results show that 77.6 % of the respondents are females whose
age range from 41-45 (27.2%), have earned their master’s
degree (47.2%) and that 53 out of the total 125 respondents
(42.4) have been in the service for 21-25 years.

2. Whereas the respondents have higher responses for indicators

such as ‘promotes the exchange of ideas and materials among
teachers’ (4.02) and ‘communicates with teachers about
instructional concerns’ (3.90, it is noteworthy that the
respondents rated moderate and low the indicators which
pertain to ‘ helps teachers to evaluate curricula and suggest
changes to meet the students’ needs (2.80);and ‘conducts
meetings with teachers to review progress’ (3.40).

3. Most of the teachers claimed that the head teachers helped to

facilitate their access to professional resources (3.91).
Whereas the highest response indicates that the head teachers
‘evaluates the performance of teachers (4.09), results show
that the lowest pertains to the indicator where the head
teachers ‘evaluates teachers only through their classroom
performance’ (2.57).

4. The four areas where the teachers strongly agree to the

influence of the head teachers towards motivation in job
performance lie along the areas where the professional
functions of the job is concerned. These are: inspires loyalty
and commitment to the department (4.25); encourages me to
express my ideas and opinions in staff meetings (4.33); shows
a sense of duty and work commitment which s/he transmits to me
(4.61); and, stimulates and encourages teachers to participate
willingly and happily in doing departmental duties (4.89).

CONCLUSIONS

Based on the findings of this study the following conclusions

were drawn:

1. Majority of the respondents are females whose age ranged 41-

45, have earned their master’s degree and have been in the
service for 21-25 years.
2. The head teachers’ supervisory role influenced the teachers in
the development or improvement of their teaching practices in
school.

3. There is a link between the head teachers’ instructional

supervisory role in improving teachers’ professional
competencies.

4. The head teachers influence the teachers’ motivation in

cultivating their job performance.

RECOMMENDATIONS

Based on the findings of this study and the conclusions

drawn from such findings, the following recommendations are
hereby offered:

1. The head teachers should look for possible improvements in the

instructional supervisory role to develop the performance of
the school as a whole.

2. Head teachers should be given compulsory training in

communication skills. In order for the head teachers to
deliver their knowledge, ideas and visions to the teachers,
communication is the only way which consequently necessitates
that head teachers must have very good communication skills.

3. The head teachers need to make greater contribution to the

teachers in helping them improve their teaching practices such
as providing guidance in lesson planning, curricula and giving
advices in teaching.

4. Scope of teachers’ evaluation should encompass other aspects,

not just classroom performance.

REFERENCES

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Aseltine, M. J., Faryniarz, J. O. and Rigazio-Digilio, A. J. 2006.

Supervision for Learning: A performance-based approach to teacher development
and school improvement. Virginia: Association for Supervision and Curriculum
Development.

Chang, J., 2010. Instructional leadership in a pacific context.

Washington, DC: Educational Resources Information Center.

Fleming, I. and Steen, L. 2005. Supervision and Clinical

Psychology: Theory, practice and perspectives. Brunner-Routledge:
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Gamage, D., D. Adams and A. McCormack, 2009. How does a school

leader’s role influence students achievement? A review of
research findings and best practices. NCPEA.

Grauwe, A. 2007.Transforming School Supervision into a Tool for

Quality Improvement. Journal of International Review of Education
(2007) 53:709-714.

Hallinger, P. and J. Murphy, 2006. The social context of

effective schools. American Journal of Education, 94(3): 328-355.

Hunsaker, P. L. and Hunsaker, J. 2009. Managing People.

Melbourne: Dorling Kindersley Ltd.

Kruskamp, W.H., 2010. Instructional supervision and the role of

high school department chairs. Doctor’s Degree Dissertation,
University of Georgia, Athens, Georgia.

Lashway, L., 2012. Developing instructional leaders. ERIC Digest

No.160.

Okumbe, (2007) Educational Management: Theory and Practice.

Nairobi: University of Nairobi Press
Olssen, M., Godd, J., and O‘neill, A. M. 2006. Education Policy:
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Ltd.

Pearson, C. 2009. Principles & Theories of Educational Supervision &

Leadership. Retrieved on July 24, 2011 from
http://www.ehow.com/info_8149786_principles-theories-educational-supervision-
leadership.html#ixzz1PHEIZYop
Pierce, R. A. and Rowell, J. S. 2005. Effective supervision: A
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rvision-Short.pdf.

APPENDIX A

Survey Questionnaire
INFLUENCE OF HEAD TEACHERS’ SUPERVISORY PRACTICES ON WORK
PERFORMANCE OF THE SECONDARY TEACHERS
IN BAGUIO CITY NATIONAL HIGH SCHOOL
( Teachers)

Directions: The following is the research instrument to be used in the study “ INFLUENCE OF HEAD
TEACHERS’ SUPERVISORY PRACTICES ON WORK PERFORMANCE OF THE
SECONDARY TEACHERS IN BAGUIO CITY NATIONAL HIGH SCHOOL ”. Please
provide the information and/or data asked for. Rest assured that all information/data you provide will be
strictly kept confidential.

I. Profile of the Respondent

Please check (√) what is appropriate for you in the spaces provided.

1. Name: ____________________________________________
(optional)

2. Age:

______ 25 – below
______ 26 – 30
______ 31 – 35
______ 36 – 40
______ 41 – 45
 ______ 46 – 50
______ 51 – 55
______ 56 - above

3. Gender: ____ Male ____ Female

4. Highest Educational Attainment

_______Baccalaureate
_______Master’s
_______Doctorate

4. Length of Service

____ below 5 years

____ 6-10
____ 11-15
____ 16-20
____ 21-25
____ above 30
II. Teachers’ Perceptions on the Role and Influence of the
Head Teachers as Supervisors in terms of:
(a) contributing towards the development of teachers’ teaching
practices;
(b) enhancing teachers’ professional competencies; and,
(c) contributing towards teachers’ motivation in their job

performance

Directions: Please put a check mark (√) on the column that corresponds to your perception regarding the
role and influence of the head teachers as supervisors on the identified area. Use the
scale below to guide you in answering the questions.

Choices Arbitrary Value Descriptive Value

5 4.21 – 5.00 VH (very high)

4 3.41 – 4.20 H (high)
3 2.62 – 3.40 M (moderate)
2 1.81 – 2.60 L (low)
1 1.0 – 1.80 VL (very low)

A. Development of Teaching Practices

Head Teacher…. 1 2 3 4 5

1. assists teachers in lesson planning.

2. assists teachers in developing/selecting
instructional materials.
3.helps teachers to evaluate curricula and
suggest changes to meet the students’ needs.
4. encourages teachers to use appropriate
methods of teaching.
5. assists teachers in evaluating student
performance.
6. advises teachers about new developments in
teaching.
7. conducts meetings with teachers to review
progress.
8. communicates with administrators about
instructional concerns.
9. communicates with teachers about
instructional concerns.
10. promotes the exchange of ideas
and materials among teachers.

B. Professional Competency
Head Teacher…. 1 2 3 4 5
1. directs all supervisory activities for the
teachers’ improvement.
2. helps to facilitate teachers’ access to
professional resources.
3. evaluates the performance of teachers.
4. uses evaluation as a means for
development.
5. evaluates teachers only through their
classroom performance.
6. uses more than one source in evaluating
teachers.
7. provides feedback and offer suggestions
for instructional improvement.
8. encourages teachers’ professional growth.
9. conducts in-service programs to improve
the performance of teachers.
10. conducts orientation activities for new
teachers.

C. Motivation
Choices Arbitrary Value Descriptive Value

5 4.21 – 5.00 SA (strongly agree)

4 3.41 – 4.20 A (agree)
3 2.62 – 3.40 NS (not sure)
2 1.81 – 2.60 D (disagree)
1 1.0 – 1.80 SD (strongly disagree)

Head Teacher…. 1 2 3 4
1. is an example of good work and behaviour for
me to follow.
2. is considered as a symbol and sign of
success and accomplishment in our teaching
profession.
3. inspires and encourages teachers to aim high
in our teaching job and in life.
4. makes me feel proud to be associated with
him/her.
5. has a special ability and talent for seeing
what is really important for me to consider in
my teaching job and life.
6. encourages me to hope for a bright future in
our teaching profession and in life.
7. inspires loyalty and commitment to the
department.
8. encourages me to express my ideas and
opinions in staff meetings.
9. shows a sense of duty and work commitment
which he/she transmits to me.
10. stimulates and encourages teachers to
participate willingly and happily in doing
departmental duties.