“Phenomenology of Clinical Supervision: Examining Pre-observation to Post observation in Teacher Developmentâ€

Regin P. Bayer, Charlo T. Blanco, Emely C. Alferez, Arvie C. Alipio, Jessa Kate A. Suligan and Alvin O. Cayogyog
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Regin P. Bayer: Agusan del Sur State College of Agriculture and Technology, Philippines
Charlo T. Blanco: Agusan del Sur State College of Agriculture and Technology, Philippines
Emely C. Alferez: Agusan del Sur State College of Agriculture and Technology, Philippines
Arvie C. Alipio: Agusan del Sur State College of Agriculture and Technology, Philippines
Jessa Kate A. Suligan: Agusan del Sur State College of Agriculture and Technology, Philippines
Alvin O. Cayogyog: Agusan del Sur State College of Agriculture and Technology, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 2232-2243

Abstract: This phenomenological study explored teachers’ lived experiences during clinical supervision from pre-observation to post-observation stages in Agusan del Sur, Philippines. Using purposive sampling, 40 teachers with 1-3 years of service from four high schools participated in semi-structured interviews and reflective journaling. Thematic analysis revealed three key themes: (1) Impact of prior experiences, relational factors, and reflective practices on teacher readiness for supervision; (2) Real-time adaptation, reflective practice, and growth opportunities during classroom observations; and (3) Self-assessment, feedback integration, and collaborative professional growth following supervision sessions. Findings align with Bandura’s social cognitive theory and Acheson and Gall’s three-phase model of clinical supervision, emphasizing the importance of positive prior experiences, strong teacher-supervisor relationships, and reflective practices in enhancing supervision effectiveness. The study highlights the critical role of the post-observation phase in facilitating deep reflection, active feedback implementation, and collaborative learning. Recommendations include developing comprehensive supervision programs, fostering supportive organizational cultures, and implementing structured post-observation protocols. This research contributes to the understanding of clinical supervision in education and offers a framework for improving supervisory practices and teacher professional development.

Date: 2024
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