Kỹ năng giám sát, kỹ năng giảng dạy và năng lực chuyên môn của giảng viên các trường Cao đẳng nghề tại tỉnh Nghệ An Cơ sở xây dựng chương trình tăng cường

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

in Partial Fulfillment of the
Requirements for the Degree
Doctor of Philosophy in Educational Management










by
NGUYEN TRUONG GIANG (RIVER)
April 2014

ii
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational
Management, this research study entitled “Supervisory, Instructional Skills and
Professional Performance of Teachers in Vocational Colleges in Nghe An Province: Basis
for Developing an Enhancement Program” has been prepared and submitted by Nguyen

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



iii
ACKNOWLEDGMENT

Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve
wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard
work from the researcher. However, at the end of the task, one experiences a wonderful
feeling of joy, happiness, relief and fulfillment.
The researcher would like to extend his sincerest gratitude and thanks to the following
people who were very instrumental in the fulfillment of this research study.
DR. CECILIA N. GASCON, President of the Southern Luzon State University in the
Republic of the Philippines, for her untiring effort and belief that this collaboration is possible
thus enabling us to pursue the PhD.EdM degree;
DR. DANG KIM VUI President of Thai Nguyen in the Socialist Republic of Vietnam,
for his untiring effort and belief that this collaboration is possible thus enabling us to pursue
the PhD.EdM degree
DR. NGUYEN TUAN ANH, Ph.D., former Director of the International Training
Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous
pursuit to provide the Vietnamese people an opportunity to grow through education;
PROF. APOLONIA A. ESPINOSA his adviser, for the guidance and endless support
for the improvement of this study.
PROFESSORS ………… , ………………., and ……………, who composed the Oral
Defense Committee, for their suggestions, comments and corrections to improve this study;
ITC STAFF, for providing the necessary research materials;
HIS FAMILY and FRIENDS, for the love and support in one way or the other;
And TO ALL who have contributed to make this study a success.


iv

DEDICATION


To my

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.















v
Table of Contents
Title Page
Page
Approval Sheet

ii
Acknowledgment
iii
Dedication
iv
Table of Contents
v
List of Tables
vii
List of Figures
viii
Abstract
x
Chapter I: Introduction
1
Background of the Study
2
Objectives of the Study
6
Hypothesis
7
Significance of the Study
7
Scope and Limitation of the Study
7
Definition of Terms
8
Chapter II. Review of Literature and Studies
11
Literature

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

vi
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

91
Recommendations
92
Appendices
92
Bibliography
93

vii
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

Conceptual Skills
71
6
Table 6. The Level of the Instructional Skills of Teachers as to
Pedagogical Skills
74
7
Table 7. The Level of the Instructional Skills of Teachers as to
Counselling Skills
76
8
Table 8. The Level of the Instructional Skills of Teachers as to
Classroom Management Skills
77
9
Table 9. The Level of the Instructional Skills of Teachers as to
Assessment Skills
79
10
Table 10. The Professional Performance of Teachers of Nghe An
Vocational College of Trade and Tourism
82
11
Table 11. The Professional Performance of Teachers of Viet Duc
Vocational College
84
12
Table 12. The Professional Performance of Teachers of Viet Han
Vocational College
86

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

viii
LIST OF FIGURES

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

ix

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

Adviser
DR. APOLONIA A. ESPINOSA















x
ABSTRACT
The study was conducted to assess the supervisory skills and instructional skills of the
teachers of 3 vocational colleges in Nghe An Province. It specifically explored on what
enhancement program could be developed to solve the problems encountered by teachers in
terms of supervisory skills and instructional skills. The study was limited to determine the
perception of the respondents on the supervisory skills of the teachers as to Technical skills,
Human relation skills, and Conceptual skills and to ascertain the perception of the respondents
on the instructional skills of the teachers as to Pedagogical skills, Counselling skills,
Classroom management skills, and Assessment skills.
186 selected respondents (college teachers) answered the questionnaire. Weighted mean
was utilized to describe the perception of the respondents on the supervisory skills and
instructional skills of the teachers. Multiple linear regression was used to determine the

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.

1
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

helping school head teachers to understand students better; helping teachers and individuals
for professional growth; acquiring cooperating spirit for team work; making better use of
teaching materials; improving methods of teaching; improving teacher’s appraisal of his
standards; acquisition of originality for the teacher within the commodity; and faculty plan for
curriculum improvement.
One of the philosophical foundations of supervision appears to be based on the premise
that all teachers need moral, technical and educational support. All teachers need to recognize

2
problems that need immediate attention and therefore they need to be observed and
communicated in terms of their performance, weaknesses and strength in the classroom.
Given the fact that in particular, young teachers may not be well informed about new
techniques, approaches in the complex characteristics of learning and teaching, supervision
can serve as a training approach and support service for teachers by means of systematic
cycles of planning, observation, and intensive analysis of actual teaching performance.
(Kayaoglu, M.N. (2012). Dictating or facilitating: The Supervisory Process for Language
Teachers. Australian Journal of Teacher Education, 37 (10).)
Teachers must have instructional skills including teaching skills, educational skills,
organizational skills, coordination skills with parents and other educational forces in society.
In addition, teachers must also possess the following skills: manage classroom and organize
student activities in and out of the school, apply, invite students to participate in these
activities and maintain positive and creative learning attitudes; communicate with students,
parents, and colleagues, demonstrating the ability to maintain and develop the relationship
between teachers and students, between students themselves; coordinate with other education
forces in society to organize educational activities; and make educational and scientific
researches to improve themselves as well the quality of teaching and learning process.
Teachers prioritize the education of their students, and are accountable for achieving the
highest possible standards in work and conduct. They act with honesty and integrity; have
strong background knowledge of the subjects they teach, keep their knowledge and skills as
teachers up-to-date, create positive professional relationships; and work with parents in the

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

3
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

schools and training centers (including 153 vocational colleges, 307 vocational secondary
schools, 868 vocational training centers). The vocational size is quickly increasing, but
vocational teachers do not meet the requirements, especially their supervisory skills and

4
vocational pedagogical training are still weak. Currently, there are only 4 technological
pedagogical universities in Hung Yen Province, Nam Dinh Province, Vinh City and Ho Chi
Minh City; 1 technical college in Vinh Long Province and a number of technical pedagogcal
departments in some universities that can train vocational teachers. But sectoral structures of
these schools also have limitations that do not meet the growing sectors of the society. The
limitations on capacity and training scale of these schools lead to the situation that doen’t
meet the requirements on the number of teachers for vocational schools. Many qualified
teachers are limited in supervisory and pedagogical skills, especially young teachers. So
"improving supervisory skills and instructional skills for teachers "in Vocational schools in
terms of quantity and quality is an urgent and necessary demand.
Developing vocational teaching is the career and responsibility of all society. It is an
important content of national human resource development plan and strategy that requires the
participation of the Government, Ministries, branches, localities, the vocational training
institutions, the centers which use labor and laborers to carry out vocational training on the
needs of the labor market.
Performing strong and basic innovations of state management in vocational training in
order to create the motivation to develop vocational training under the direction of
standardization, modernization, socialization, democratization and international integration.
Improving the quality and developing the size of vocational training is a process which
both makes universal training for employees, and at the same time meets the needs of the
fields that use domestic high-skilled manpower and labor export.
Strengthen and expand international cooperation to develop vocational training, focus
on building high quality vocational schools, with priority ones achieved the international
level; or key ones of national, regional and international level.
Implement vocational training to raise the rate of trained workers to 40 percent,

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

5
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.

6
By 2015, 130 programs and curriculums for the national key fields will be issued. Using
49 programs in regional level, and 26 curriculums in international level. Building 300
programs of primary curriculum vocational training and less than 3 months for rural laborers.
By 2020, 150 programs and curriculums for the national key fields will be added, edited and
issued. Using 70 programs in regional level, and 35 curriculums in international level.
Building 200 programs of primary curriculum vocational training and less than 3 months for
rural laborers (No. 630/QD-TTg, May 29, 2012 Decision of the Prime Minister "Strategy for
developing vocational training, period 2012 -2020"
To achieve this goal, there should be a sufficient number of trained vocational teachers
in accordance with the structure of each different level. Teachers need to have supervisory
skills and pedagogical skills. Necessary programs to achieve this should be designed on a
modular basis, with the goal of providing integrated teacher training program and being
compatible with the national, regional and international proficiency.
For the above reasons, the researcher has tried to study supervisory skills and
instructional skills of teachers of vocational training colleges in Nghe An province. With the
ultimate aspiration is to create an enhancement program.
Objectives of the study
The main purpose of this research was to find out the supervisory and instructional
skills in relation to the professional performance of teachers in vocational training colleges in
Nghe An Province, with an end view of developing an enhancement program.
Specifically, the research was finding answers to the following objectives.
1. Determine the level of the supervisory skills of teachers as to:
1.1. technical skills;
1.2. human relation skills; and
1.3. conceptual skills.
2. Ascertain the instructional skills of the teachers as to:

7
2.1. pedagogical skills;

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

8
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

Vocational College (1996). A total of 186 teachers were selected to be the respondents of the
study. It specifically explored on what enhancement program could be developed to solve the
problems encountered by teachers in terms of supervisory skills and instructional skills. The
study was limited to determine the perception of the respondents on the supervisory skills of
the teachers as to Technical skills, Human relation skills, and Conceptual skills and to
ascertain the perception of the respondents on the instructional skills of the teachers as to
Pedagogical skills, Counselling skills, Classroom management skills, and Assessment skills.
The 186 selected respondents (college teachers) were given a questionnaire designed by
the researcher and complete the questionnaires after being explained and instructed by the
researcher. The researcher floated the questionnaire to the respondents after it had been
validated by his advisor in September 2013.
Definition of terms
The Definition of terms is aimed to define clearly all the terms used in this study. The
used terms are as follows:
assessment skills refer to the systematic collection, review and use of information about
educational programs to improve student learning. Assessment focuses on what students
know, what they are able to do, and what values they have when they graduate.
Assessment is concerned with the collective impact of a program on student learning. In
another way, Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve

9
subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the
focus from teaching to learning by Huba and Freed 2000)
classroom management skills refer to the process of ensuring that classroom lessons run
smoothly despite disruptive behavior by students. The term also implies the prevention
of disruptive behavior. It is possibly the most difficult aspect of teaching for many
teachers; indeed experiencing problems in this area causes some to leave teaching

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

10
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

com/question). It refers to the teaching skills of the teachers.
supervisory skills refer to to the technical skills, human relation skills and conceptual skills
of teachers in supevision of the classroom instruction.
technical skills refer to skills that include Speaking, Writing, Demonstrating
Outlining/Planning, Computing, Listening, Chairing a Meeting skills.

11
Chapter II
REVIEW OF LITERATURE AND STUDIES

This chapter presents in summary the review of literature and related studies, which the
researcher found closely related to the study being conducted. These are incorporated in order
to present background with regards to the supervisory skills and instructional skills of the
teachers at difference vocational colleges in Nghe An Province.
SUPERVISORY SKILLS
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
a) Helping school head teachers to understand students better; b) Helping teachers and
individuals for professional growth; c) Acquiring cooperating spirit for team work; d) Making
better use of teaching materials; e) Improving methods of teaching; f) Improving teacher’s
appraisal of his standards; g) Acquisition of originality for the teacher within the commodity;

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,

12
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

13
through the lesson, anticipating their teaching and the students' responses. Active planning
involves pulling together materials and resources for the lesson.
Whereas initial and active planning occur before teachers present the lesson, in-flight
planning occurs during the lesson and usually reflects changes in the day, such as a fire drill
or a last-minute adjustment in the school schedule. In-flight planning also involves being able
to change the lesson on the fly for more substantive reasons - when students aren't engaged in
the activity, for example. Experienced teachers recognize the need for in-flight lesson
corrections and can draw from a repertoire of strategies to make such modifications. During
follow-up planning, teachers reflect on the lesson and write down what went well and what
changes they need to make. Follow-up planning is crucial for new teachers to build an
instructional repertoire for future lessons.
Advancework. It is difficult to teach those you don't know or work in an environment in
which you are an outsider. Freiberg and Driscoll (2000) use the term advancework to describe
what teachers do to get to know their students, the school, and the community in which they
teach. (H. Jerome Freiberg, Redesigning Professional Development, Volume 59, Number 6,
March 2002)
It’s one of the most underrated professions in the world – most people assume that you
don’t need any special skills to be a teacher, yet few realize that it takes a great deal of effort
and ability to handle a classroom full of students. You not only have to be thoroughly
knowledgeable in the subject you’re handling, you also need to know how to control a class
and maintain discipline and order in it. In short, to be a good teacher, you also need the
following classroom management skills:
The first one is Authority. Some teachers command authority through the way they look
- their very appearance makes students give them the respect they deserve. Others invite
sniggers and giggles because they look frumpy and are dressed badly. In order to be taken
seriously by your class, you must be presentable and have an authoritative air about you.

14

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

24, 2010)
Robbins (1997) cited that a successful manager must possess four competencies namely
technical, human relation, conceptual and political skills. Technical competencies require one
to use tools, procedures and techniques of a specialized field. Human relation competencies
address the managers' ability to work with, understand and motivate other people. Conceptual
competencies refer to one's mental ability to coordinate all of the organization's interest and
activities. Finally, political competencies r to one's ability to enhance one's power, build a
power base and establish the right connections
In a study conducted by Gunay (2000), he found out that the supervisory skills of
principals and teachers are almost the same, the level of the supervisory skills of principals is
not a great determinant of the level of supervisory skills of teachers and the performance of
pupils is not greatly attributed to the level of the supervisory skills of teachers.
In a similar study conducted by Castilla (2003), she was able to discern that the assessed
managerial and supervisory skills of school administrators that need further enhancement are:
assessing technical feasibility for alternative course of actions; making decision promptly,
knowing statistical treatment needed for interpretation of school data; extending assistance in
analyzing and interpreting test results, and ensuring that work is enjoyable to the staff.
Technical Skills
Donnelly (1987) as cited by Gunay (2000) defined technical skills as the ability to use
the tools, procedures or techniques of a specialized field. A teacher must possess sufficient
technical skills to accomplish the jobs for which they are responsible. On the other hand, Yulk
(1994) as cited by Gunay defined technical skills as knowledge about methods, processes,