British Journal of Teacher Education and Pedagogy

ISSN: 2755-1482
DOI: 10.32996/bjtep
BJTEP
AL-KINDI CENTER FOR RESEARCH
Journal Homepage: www.al-kindipublisher.com/index.php/bjtep AND DEVELOPMENT

| RESEARCH ARTICLE

Challenges Experienced by the District and Division Supervisors on Reports and

Accomplishments from the Schools
Darwin D. Bargo
Education Program Supervisor (EPS), Curriculum Implementation Division (CID), Schools Division Office (SDO) of Antipolo City,
Philippines
Corresponding Author: Darwin D. Bargo E-mail: darwin.bargo@deped.gov.ph, darwinbargo.eduthoughtsph@gmail.com

| ABSTRACT
Challenges may be considered as one of the ingredients in the successful management and supervision of schools, reports, and
accomplishments. Not to deny that the district and division supervisors are also experiencing these challenges even before the
new normal. This study aims to investigate the challenges experienced by the district and division supervisors on the reports and
accomplishments from the schools. This utilized phenomenology as a research design where data was gathered online and face-
to-face from the 10 purposively sampled supervisors using a semi-structured interview guide. Results revealed that there were
challenges experienced by them on the reports and accomplishments in terms of quality, efficiency, timeliness, and other factors.
They have addressed these challenges considering the same parameters through constant consultations, focus group discussions,
and learning action cell sessions. The implications to the strategic planning and direction of the supervisors in the Curriculum
Implementation Division (CID) brought by these results are reflected together with conclusions and recommendations in the full
paper.

| KEYWORDS
Challenges experienced, supervisors, reports, accomplishments

| ARTICLE DOI: 10.32996/bjtep.2022.1.1.6

1. Introduction
Challenges may be considered as one of the ingredients in the successful management and supervision of schools, reports and
accomplishments. Not to deny that the district and division supervisors are also experiencing these challenges even before the
new normal.

According to Ray (2018), along with overseeing the actual work product of people placed under their supervision, managers who
take on supervisory roles often serve as mentors. Supervisors notice which employees excel at certain tasks and encourage them
to pursue further education or give them more responsibilities. Supervisors also track poor performers and either help them
improve or find replacements. Either way, supervisors face challenges in their day-to-day activities.

In the City Schools Division Office of Antipolo, the district and division supervisors are expected to receive reports and
accomplishments from schools for appropriate actions and technical assistance provision. However, these reports and
accomplishments may be the reasons that the supervisors are experiencing challenges specifically in terms of quality, efficiency
and timeliness. To this end, it seems that the leadership and management skills of the school heads are needed to look into by the
supervisors. Like Cáceres (2019) who had identified the leadership skills of principals and their relationship to the levels of
accomplishment obtained by students in their schools. According to her, the strongest leadership skill among the principals across
the three levels of school achievement was understanding, while the weakest skill was ambition. Further, she said that the ability
to understand others should be complemented with factors like shared vision, motivation and management and administration of
the school. This relates to the present study as the complete, on time and quality accomplishments and reports are the focus and
needed to be scrutinized following the objectives of the study so that the challenges as experienced by the supervisors would be

Copyright: © 2022 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons
Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development,
London, United Kingdom.
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 BJTEP 1(1): 54-66

put into opportunities that will help the school level and district, as well as division level submissions of reports and
accomplishments, become smoothly delivered.

From the time that face-to-face is still allowed in the submission of reports, supervisors have already experienced challenges along
with the parameters mentioned already. Now that we are in the new normal, still, a lot of challenges have been the clamor of the
supervisors and wondered why these are repeatedly experienced by the majority if not all of them. It is in this sense that research
would be timely as this would help them make their plans and strategic actions especially in the new normal on how will they
address the challenges. By this study, the supervisors could utilize the results as their baseline data in crafting their individual
actions producing the expected better-quality reports and accomplishments from the schools not just in this new normal but in
the future days and possible actions they may be thinking. The implications of the findings on the strategic planning and directions
of the supervisors in the Curriculum Implementation Division (CID) will also be critically provided. Thus, this basic research is
deemed necessary and timely.

Specifically, this research answers the following questions:

1. What are the challenges experienced by the district and division supervisors on the reports and accomplishments from the
schools considering the following parameters:
1.1. quality,
1.2. efficiency,
1.3. timelines, and
1.4. other factors?
2. How do the district and division supervisors address these challenges considering the same parameters?
3. What are the implications of the findings on the strategic planning and directions of the supervisors in the Curriculum
Implementation Division (CID)?

2. Literature Review
Congruent to the introduction, the succeeding related literature and studies had surely provided a wider idea and opportunity in
realizing this research.

Babic, Gillis and Hansez (2020) investigated the mediating role of work-to-family conflict (WFC) and work-to-family enrichment
(WFE) in the relationships between work environment (i.e. emotional load and workload as job demands; support and recognition
from supervisors as job resources) and well-being (i.e. work engagement and burnout). The buffering effect of job resources in the
job demands–WFC relationships were also tested. Findings revealed that workload and support were related to WFC, whereas only
recognition was related to WFE. Both WFC and WFE were related to work engagement and burnout. The two job resources buffered
the workload–WFC relationship. Managerial implications according to them include that supervisors can increase WFE by
recognizing employees’ efforts and reduce WFC by promoting a supportive work environment and reducing the workload. By
doing so, supervisors increase work engagement and decrease burnout, thus enhancing workers’ well-being. The role of
supervisors is thus crucial in the emergence of workers’ well-being.

Edamo and Netshitangani (2018) explored how the school community experienced the outcomes of leadership on the effectiveness
of the school improvement program (SIP). Data were collected using interviews, focus group discussions, observation and
documents, which included school plans, reports, minutes of meetings, memos, letters and the student’s examination results were
analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students,
supervisors, parent-teacher association members and SIP experts were interviewed. The findings indicate that in schools where
there is a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes,
the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended
that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development
opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered
and mechanisms to check school plans and performance reports be created.

Pitney, Weuve, and Mazerolle (2016) mentioned that workplace bullying (WPB) has recently received much attention in society.
They determined the prevalence of WPB in the secondary school setting and explored the factors related to it using a mixed-
methods study. The study revealed that lack of administrator support and discrimination were antecedents of bullying. Stress,
depression, and sleep disturbances were reported consequences. Participants coped with bullying by avoidance and role
refocusing. Bullying was experienced by a small percentage of athletic trainers in the secondary school setting, a contrast to the
findings in the collegiate practice setting.

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Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

Allred, Maxwell and Skrla (2017) conducted a naturalistic study of seven female superintendents including leaders in large and
small rural districts, illuminated perceptions and experiences of female school leadership through portraiture and lent insight into
common themes of aspiration and motivation.

In the study of Shaikh (2018), the purpose was to understand the circumstances that paved the way for Sindh Madrassatul Islam’s
(SMI) sustenance and transformation in the character of the institution; to highlight the challenges faced by Percy Hide, the new
head of SMI; and to review his achievements in laying the foundation of a progressive enriched institution. Findings revealed that
Percy Hide faced numerous challenges, including objections from the orthodox religious bodies regarding the changes in the
character of SMI that he was bringing in, but he successfully consolidated the institutional base of SMI as a modern Muslim
educational institution of that time.

Cohen-Azaria and Zamir (2018) examined the perceptions of school principals of the evaluator’s role and to learn about their
requirements of school evaluators. The qualitative paradigm of data collection and analysis was used and this paradigm provides
a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and
how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings
indicated that principals had regarded the role of the school evaluator mainly as that of an expert, a managerial partner and an
implementer of a school evaluation culture. Implications of the results of the study revealed that the “school evaluator” and the
principals bear the complex task of evaluation on their shoulders, and their success in fulfilling it depends on their insights about
how to delineate and implement the evaluator’s role.

The paper of Zamir (2019) aimed to present the school evaluator's complex conduct to achieve a better understanding of his or
her functioning. Findings revealed that the two critical dimensions connected to the purpose of this paper are introduced here:
the school evaluators’ credibility and the school principal’s leadership style. Hence, the polymeric model displays four frames as
follows: false evaluation, confusing evaluation, unreliable evaluation and trustworthy evaluation. Practical implications of this paper
is that the increased responsibility that has been placed on schools and the demand for accountability, as well as transparency,
have obligated schools to broaden and deepen the internal evaluation activities and those have led to the position of the school
evaluator. Evaluative culture in an organization requires deliberate efforts by the leadership to encourage the credible evaluators,
to support their skillful and reliable work, and finally, to implement their conclusions even though management may find them
tedious and time-consuming. School management that is driven by dishonest motivations (such as gaining power and control)
may not only deprive the school of effective evaluation but may also harm the infrastructure of the institution and lead to its
decline.

Nasreen and Odhiambo (2018) explored the current practices of Continuing Professional Development (CPD) and the obstacles
that they have to face in the pursuit of CPD. Both qualitative and quantitative approaches were utilized through questionnaires
and semi-structured interviews with 30 randomly selected secondary school principals. The findings identify the areas for
improvement in terms of design related to content and process. The data revealed that the principals were not satisfied with the
current CPD opportunities and the content of the training programs. In addition, the principals reported a number of constraints
that they encountered in their pursuit of CPD, relating to time, finance and workload. This research provides distinctive findings
that can inform the development of CPD programs for school principals in order to improve the quality of their leadership keeping
in mind both the old problems and the new realities faced by the school leaders. This research work can also equip the school
leadership with the most recent data, thus enabling them to understand and consider the current situation when making decisions
for the future. In recent years, the position of the school principal has become a multi-layered responsibility and this study may
provide an insight into the dynamics of school principals' continuous professional development in a period of educational
transformation and reform.

Hunter and Clarke (2018) tackled some interrelated issues rarely discussed in the education law literature by examining three
superior court cases in Western Canada about the leadership of school administrators in classroom assessment-related matters.
One case dealt with principals' responsibilities in evaluating teachers' assessment practices, the second addressed administrators'
obligations in the supervision of teachers in the application of grading policy, and the third discussed the ethical line between the
actions of a school principal as a professional leader and as a parent when assigning student marks.

Onele and Aja-Okorie (2016) examined the issue of instructional supervision in primary schools to find out the problems militating
against effective instructional supervision. The findings revealed that inadequate personnel, poor funding, poor transportation
network and inadequate materials are the problems hindering the effective supervision of institutions. The paper recommended
that among others the government should recruit more qualified personnel into the supervisory unit in different education boards
or ministries.

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Asmendri, Masidin, Rusdinal and Mukhaiyar (2018) analyzed teachers' perception toward managerial competence of the madrasah
principals in the aspects of the madrasah activities planning, organizing, leadership, actuating, and controlling. It was found that
in the madrasah activities planning was 82.11%; activities organizing was 79.50%; activities leading was 79.92%; activities actuating
was 78.53%, and activities controlling was 81 %. In general, the competence of the madrasah principals of MAN in Tanah Datar
was good in all aspects.

Yang, Shen, Zhu, Liu, Deng et al. (2016) examined the effects of co-worker and supervisor support on job stress and presenteeism
in an aging workforce. Structural equation modeling was used to evaluate data from the 2010 wave of the Health and Retirement
Survey in the United States. The level of presenteeism was low and the level of job stress was moderate among aging US workers.
SEM revealed that co-worker support and supervisor support were strongly correlated (Job stress had a significant direct positive
effect on presenteeism. Co-worker support had a significant direct negative effect on job stress and presenteeism. Supervisor
support had a significant direct negative effect on job stress but not presenteeism. The findings suggest that presenteeism is
reduced by increased respect and concern for employee stress at the workplace, by necessary support at work from colleagues
and employers, and by the presence of comfortable interpersonal relationships among colleagues and between employers and
employees.

Stefancic, House, Bochicchio, Harney-Delehanty, Osterweil et al. (2019). Stated that “Shared experience” has been described as a
key element of peer-delivered services, but it is not well-understood how it is used in practice, particularly among peer specialists
working in more conventional mental health agencies. In-depth qualitative interviews were conducted with eight peer specialists
and two supervisors working in a Peer Wellness Program within a Housing First agency to explore peer specialists’ approach to
service delivery, with a focus on the role of shared experience. Peer specialists rarely reported explicitly sharing experiences related
to mental health with clients, but described how it was nevertheless ever-present through the unique ways it shaped features of
their practice (e.g., empathy, patience, consistency, listening, unstructured time, and a client-centered approach). In contrast,
explicit discussion of shared experiences related to other life domains, such as culture, physical health, and significant life events,
were frequently relied upon to support and build rapport with clients.

Jiang, Gu, and Thomas (2019) explored the dark side of leadership, treats creative self-efficacy as a mediator, and frames supervisor
bullying and employee creativity in the context of social cognition and social comparison. They theorize that with a high social
comparison orientation, the combination of high supervisory abuse toward themselves (own abusive supervision) and low
supervisory abuse toward other team members (peer abusive supervision) leads to a double whammy effect: When employees are
“singled out” for abuse, these victims suffer from not only low creative self-efficacy due to supervisory abuse but also low
supervisory creativity ratings. The significant three-way interaction effect reveals that when social comparison orientation is high
and peer abusive supervision is low (Time 1), own abusive supervision (Time 1) creates the strongest negative impact on creative
self-efficacy (Time 2), which is significantly related to supervisory low creativity rating (Time 2). Our discoveries of egregious
bullying offer provocative theoretical, empirical, and practical implications to the fields of leadership, abusive supervision, creativity,
and business ethics.

Hana and Umphress (2019) mentioned that under some circumstances, individuals are willing to engage in unethical behaviors
that benefit another entity. In their research, they advance the unethical pro-organizational behavior construct by showing that
individuals also have the potential to behave unethically to benefit their supervisors. Previous research has not examined if
employees engage in unethical acts to benefit an entity that is separate from oneself and if they will conduct these acts to benefit
a supervisor. Their research helps to address these gaps. They also demonstrated that unethical behavior to benefit a supervisor,
what they term unethical pro-supervisor behavior, is more likely to occur if individuals are more (versus less) identified with their
organization or supervisor. That is, feeling a sense of oneness with one’s organization or supervisor can result in employees
engaging in unethical behavior to help their supervisor. Further, this positive relationship is weakened if the employee possesses
higher levels of moral identity.

Fuertes, Alfaro, Vargas, Gutierrez and Ternero et al. (2020) reviewed the literature of the main concepts that lead to determining
the strategic approach, creation of strategies, organizational structures, strategy formulation, and strategic evaluation as a guide
for the organizational management, taking into account the effects produced by the different types of strategies on the
performance of organizations. In their article, the systemic literature review method was used to synthesize the result of multiple
investigations and scientific literature. The process of reading and analysis of the literature was carried out through digital search
engines with keywords in areas related to strategic management. It revealed the lack of scientific literature containing important
theoretical concepts that serve the strategists as a guide in the creation, formulation, and evaluation of strategies. Their review
contributed to the existing literature by examining the impact of strategic management on organizational performance.

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Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

In Dinise-Halter (2017) qualitative case study provided a description of four student affairs professionals' transition from graduate
school to their first positions. The study used a traditional data collection method through interviews and a non-traditional method
through photojournals. Photojournals are a form of a photoelicitation method where participants captured photos of their own
experiences and explained these photos through the written word. Through the lens of challenge and support, findings from this
study captured seven themes for new professionals: mentorship, resources, stability, pushed outside the comfort zone, advocate,
fostering growth, and surrounding support systems. The paper concludes with implications and recommendations for new
professionals, their supervisors and colleagues, and graduate program faculty.

The pieces of literature and studies cited have widened the ideas of the researcher and this will be used in the discussion of the
results where these could support or negate the possible results of this study.

3. Methodology
This study was conducted in the City Schools Division Office of Antipolo. The data included in this study was from January 2020 to
June 2020, this is where the mid-year performance span of the district and division instructional leaders fall, and that reports and
accomplishments from the schools were surely provided and considered the normal face to face time and the new normal situation
where no face-to-face submissions or interactions allowed. This also assured that the data needed basing on the research questions
are sufficient and completely be gathered already. This study used phenomenology as a research design for it gathers the personal
experience of the instructional leaders. This is also descriptive – qualitative research in nature for the data was described
qualitatively and implications were interpreted carefully through discussions supported by the exhausted literature and actual
experience of the participants.

3.1 Sampling
From the exhausted literature, it says that phenomenology assesses 3-10 people. If you reach saturation prior to assessing ten
people you may use fewer. In this study, a total of 10 district and division supervisors (that is 5 district and 5 division supervisors)
comprising 50 percent of the supervisors in the city schools division were purposively sampled and considered as the participants.
The researcher believes that the data needed were saturated and gathered already by this number of participants. Purposive
sampling was used because only those who allowed themselves to be the participants in the study were considered considering
the proper research protocols.

3.2 Data Collection

A semi-structured interview guide was used based on the 2 statements of the problem, while scheduled online and face-to-face
interviews were the other approaches used. Documents available were counterchecked as evidence and proving if the participants
answered and shared experiences were all valid. Given the new normal situation, health protocols shall be observed by the
researcher in data collection.

3.3 Data Analysis

In this study, the data were treated using the following tools: qualitative analysis was used for research question 1, while
transcription and coding by themes were utilized for question number 2. The implications were drawn based on the transcribed
and coded themes.

3.4 Ethical Issues

The researcher considered ethical issues and protocols in the conduct of this study considering information that needs to be
treated with confidentiality in accordance with the data privacy law of the Philippines. When and if permitted and necessary, with
the consent of the participants of the study, pictures and short videos were taken during the conduct of the study for the purpose
of documentation. In general, the protocol includes information such as purpose and description of the study, confidentiality, right
to refuse, and right to ask questions while in the process of conducting the study.

4. Results and Discussion

4.1 The Challenges Experienced by the District and Division Supervisors on the Reports and Accomplishments from the
Schools
4.1.1 Quality
The participants have shared the challenges they have experienced as supervisors on the reports and accomplishments from the
schools. In terms of quality, these are presented in the grid below.

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-lacks depth and elaboration

-some have almost same content
-not all necessary data are presented
For compliance, no quality
Rushed
Some school reports the data given and statements are not verified carefully. Some are not accurate, factual and
reliable
Some are not signed by the authority
>Canteen reports – incomplete – can’t follow directions and template
>Test results – no analysis and interpretations, just gave the numbers
Data interms of veracity - ok
The submitted reports sometimes do not bear the signature of the concerned teacher or personnel. There is also
minimal error in terms of the grammar and correct usage of words.
Most of the accomplishment do not speak for the quality. It is because, most of the reports that is gathered from the
students especially grades are not consistent. The standard of grading system is very democratic…mostly, it measures
the character of the students not totally the academic performance
When it come to quality, some reports had a discrepancy in terms of figures especially the reading assessment reports
on Pre and Post Assessment Reading results.
No problem because P4

The above experience reflects that the supervisors found out that the reports and accomplishments submitted considering its
quality still lack depth and elaboration which obviously similar contents and that significant data are missed out – for instance in
the submission of test results, numbers are just presented, there were no analysis and interpretation. These were submitted for
compliance without considering quality as these were prepared in a rush. The data seemed not verified, accurate, factual, and
reliable, though these are not true to all participants. There were cases that the report is incomplete because of not following
directions. On the technical aspect, some reports do not have the signature of the concerned personnel that would attest to the
authenticity of the reports or accomplishments. The supervisors also noticed minimal grammatical errors. There was also
inconsistency of reports when data come from the students. This leads to a discrepancy of the quality accomplishments because
it also considers character and not purely academic performance. Similarly, figures on reading assessment results were not
accurate.

Since this category emphasizes the content of the document prepared, this implies that the challenges experienced in terms of
quality were due to some factors like skills and competencies of the one who prepared the reports or accomplishments and the
kind or type of data they also have gathered from the concerned individuals.

This seems to be related to Nasreen and Odhiambo’s (2018) findings identify the areas for improvement and for school principals
in order to improve the quality of their leadership keeping in mind both the old problems and the new realities faced by the school
leaders.

4.1.2 Efficiency
The participants have shared the challenges they have experienced as supervisors on the reports and accomplishments from the
schools. In terms of efficiency, these are presented in the grid below.

-only few were able to provide/come up with outputs based on reports submitted
Incomplete
“naku po!...”
With remarks but understand the situations para gumaan ang feeling
The data collection, analysis and interpretation of the data are not accurate
>not hundred percent retrieval and consolidation – not unless you impose directives or reminder because for
submission to RO, CO etc..
All are submitting reports to comply.
Efficiency is not totally 100% efficient.
There are times the efficiency suffered due to incorrect reports and interpretations.
No problem because P4

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Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

In this category, the focus is on the number of documents submitted as reports or accomplishments. The data reveals that the
supervisors didn’t experience total or complete reports and accomplishments or outputs. Some of them have remarked as if
stressed by the term “naku po!” but they still understand the situation so that it will not be a total burden on their part. They still
mentioned the inaccuracy of data. On the retrieval and consolidation, they were challenged as to the percentage of reports and
accomplishments not unless they have to strongly give reminders and directives as it is also needed for submission to the higher
offices. Causes of inefficiency are said to be incorrect reports and interpretations.

This implies that the major challenge as to efficiency on the reports and accomplishments is the accuracy, analysis and
interpretation of the same. This might mean that those who are preparing the said documents are not that serious in preparing
the same but they are doing it for compliance. Also, this reflects on the instructions coming from their immediate higher offices.
In other words, the clearness of the directives or instructions should be emphasized so that efficiency in the preparation of the
documents will not be compromised.

This relates to Hunter and Clarke (2018) on issues like the actions of a school principal as a professional leader.

4.1.3 Timeliness
The participants have shared the challenges they have experienced as supervisors on the reports and accomplishments from the
schools. In terms of timeliness, these are presented in the grid below.

-not all reports are submitted on time

Delayed due to communications
75 % submitted report on time
>Late to the point explain to the higher office to provide extension or due date. Reasons – far flung means of
communication, data can’t be accessed due to pandemic
Delayed submission because of connectivity on areas with low communication
There are schools that can submit on time or in advance. Some need to follow up when the deadline is met.
It is not consistent. Too many reports sometimes are the cause of delay. It is not because teachers, staff and school
heads are lazy, it is because, too much report can’t afford to do on time
Given the deadlines not 100% of schools met the set deadline or due date. Urgency sometimes are overlooked maybe
because of the voluminous report needed to submit. Even at the time I started as Division Coordinator (Year End
Accomplishments Report)
Some do not submit on time
Late but see to it that they have submitted
With tracer of submitted reports
Due to not reading memo

This category is focused on the time as to the submission of reports and accomplishments. The data shows that not all reports are
submitted on time as there were delays due to means of communications, connectivity issues and the like. From the data, they
have mentioned the percentage of the reports that only ranged from 75% to 99%, meaning they did not reach up to 100%
considering the deadlines. Extension of due dates is usually requested due to some reasons like the means of communication to
the far-flung areas and the issues or health protocols due to pandemic times. Inconsistency on the time of submissions was
experienced or observed and this may lead to the cause of delay because of the voluminous reports that need to be prepared and
submitted by the concerned individuals. Though there are schools that submit in advance or on time, there are others that cannot
where it needs for a follow-up. Others are not reading the memo specifically on the deadlines, although they might just overlook
them because of the number of reports for submission.

This implies that considering the timeliness on the submission of reports and accomplishments from the schools, due dates are
often not followed because of some causes like the number of documents to be prepared and submitted with limited human
resources and tasks were given to the same person repeatedly. Further, this calls for re-defining and evenly distributing tasks in
schools. The clearness of the memo and the time allotment for the preparation of the documents that may complete the reports
and accomplishments should also be given emphasis or attention.

4.1.4 Other Factors

The participants have shared the challenges they have experienced as supervisors on the reports and accomplishments from the
schools. In terms of other factors, these are presented in the grid below.

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-skill of the assigned teacher in making reports

Wala kang magawa kasi minsan uncontrollable – hintay ng hintay
Kaka stress but you have to understand
Attitude of school heads and teachers
Power tripping
SHs who are not concerned on the purpose
procrastinate
Availability of personnel to do the reports assigned for them
Data are not yet available for completion
Problems on connectivity in this pandemic time
Unexpected meetings, misplace and therefore repeated report.
We need to have more follow up on the submission of accomplishment reports or needed report,
Sent to records – delayed receipt at PSDS Office

Of the several challenges that the participants have experienced, these are other factors that seemed to be contributory relative
to the reports and accomplishments from the schools. Human resources and their skills as to the preparation of the documents
were found to be challenging similar to the uncontrollable issues like connectivity that sometimes causes stress as the participants
said. There were also seemed power tripping and procrastination on the part of the teachers or those concerns in the preparation
and submission of the documents. In addition, because of unexpected meetings and overlapping schedules, repeated reports or
sometimes misplaced were experienced even if there were follow-ups. Lastly, there seemed to be a problem that makes it
challenging with regards to the process flow of submissions since offices are located in separate buildings and locations that lead
to delays on the receipt of the concerned supervisors or persons.

This implies that there are other factors that are part of the challenges experienced by the supervisor-participants.

4.2 How District and Division Supervisors Addressed the Challenges

4.2.1 Quality
The participants have addressed the challenges they have experienced as to the quality of the reports and accomplishments from
the schools. These are reflected on the following grid.

-give instructions to the field

-provide TA
Understand causes
Provide clear information
Manage stress quickly while remaining alert and calm.
Accurately read and interpret verbal and nonverbal communication.
Control emotions and behavior.
Provide TA others follow but not 100% until now
Call the attention of the schools concerned and validate the reports. Proof read it before submitting
It is very difficult to achieve 100% quality, but constant communication and setting rules that will favor to all considering every
context of the schools and measurement will somehow make it close to 100% quality.
SHs should look into the accuracy and correctness of the report before affixing their signature. Reports are sometimes assigned to
focal person in a particular subjects or task.

It can be gleaned from the grid that provision of clear instruction and appropriate technical assistance are significant factors they
have done to address the challenges in terms of quality of expected work. Although perfection on the quality is hard to achieve,
constant communication, awareness of the rules to observe, and the observance of context, would be of help on this issue as they
said. They were able to manage their stress and emotions as they understand the causes of the challenges they have experienced.
In addition to that, when interviewed, they made mentioned that these were done by them through constant consultations, FGD,
and LAC sessions.

This signifies that provisions of instructions and technical assistance are the most important factor in the expected quality of the
reports and accomplishments. It should always be coupled with patience and this seems to mean whatever inputs given would
result in the kind of output to be produced. Consultations, FGDs, and LAC sessions are useful in this case.

This can also be associated with the claims of Ray (2018) that managers who take on supervisory roles often serve as mentors.
Likewise, Edamo and Netshitangani (2018) whose findings indicate that in schools where there is a strong collaboration of the

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Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools

school community in the planning, decision-making, monitoring, and evaluation processes, the improvement initiatives are owned
by all in the school and the performance of the schools is enhanced. This is in connection with the quality reports and
accomplishments as the focus of the present study.

4.2.2 Efficiency
The participants have addressed the challenges they have experienced as to the efficiency of the reports and accomplishments
from the schools. These are reflected on the following grid.

-provide TA
Understand causes
Provide clear information
Manage stress quickly while remaining alert and calm.
Accurately read and interpret verbal and nonverbal communication.
Control emotions and behavior.
Get based from the previous data
Maintain
The same will do, constant communication and setting rules that will favor to all considering every context of the schools and
measurement will somehow make it close to 100% efficiency.
Like as I have said, Principals or School Heads should double checked or maybe She or He should also assigned trusted person or
competent personnel to check the veracity/ validity/correctness and accuracy of the content of report (following the correct
format/template)

It is reflected in the grid that the provision of clear information and technical assistance, constant communication, awareness of
the rules to observe, and the observance of context, are helpful in addressing the challenges experienced as to the efficiency on
reports and accomplishments from the schools. This also needs long patience, managing stress, and controlling emotions or
behavior on the part of the supervisors. Trusted and competent personnel is suggested to the school head to make sure that the
content and efficiency of the reports will not be compromised. Again, when interviewed, they made mentioned that these were
done by them through constant consultations, FGD, and LAC sessions.

This signifies that since consultations, FGD, and LAC sessions were the activity conducted in addressing challenges experienced
considering the efficiency of reports and accomplishments from schools, the TA, instruction, and other related approaches were
surely delivered.

The result relates to Babic et al. (2020) on the relationships between work environment (i.e. emotional load and workload as job
demands; support and recognition from supervisors as job resources) and well-being (i.e. work engagement and burnout) as
discussed in the literature of this study. In the study of Pitney et al. (2016), lack of administrator support and discrimination were
antecedents of bullying. So to avoid this and make sure of the reports and accomplishments’ efficiency, support and managing
stress are deemed necessary.

4.2.3 Timeliness
The participants have addressed the challenges they have experienced as to the timeliness of the reports and accomplishments
from the schools. These are reflected on the following grid.

-give specific deadlines/timelines

Understand causes
Always remind them the due date of the report
Constant reminders on the platform like calls pm and sms
Call text follow up constantly
Face-to-face if needed
Follow up the school and reminding them to submit on or before the deadline as much as possible
The same will do, constant communication and setting rules that will favor to all considering every context of the schools and
measurement will somehow make it on time.
Needed reports especially the Year End Report/Accomplishment Report are usually repetitive, so do it earlier or have a ready
compilation by quarters.
Called the attention of OIC, reminders
Aware that there is tracer

There must always be specific due dates and even platforms or means to address all the challenges in terms of timeliness. Also,
understanding the causes of these challenges was emphasized by the participants. The participants even solved it face-to-face if
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necessary. Similar to the other categories, constant communication, awareness of the rules to observe, and the observance of
context, were helpful. They were able to mention that reports are usually repetitive so compilation and readily available files should
be made.

This signifies that the challenges on timeliness were addressed and can be solved by constant reminders or follow-up through
consultations.

In this sense also, it seems to be associated with what Shaikh (2018) claims on understanding the circumstances. The same with
Cohen-Azaria and Zamir (2018) findings that principals had regarded the role of the school evaluator mainly as that of an expert,
a managerial partner, and an implementer of a school evaluation culture. Therefore, in terms of timeliness, the principal has
something to do in providing solutions to address the experienced issues.

4.2.4 Other Factors

The participants have addressed the challenges they have experienced as to the other factors of the reports and accomplishments
from the schools. These are reflected on the following grid.

-give specific deadlines/timelines

Understand causes
Calls and positive words of encouragements
Explain consequences one’s not complied
Understand causes
Have always alternative plan and ready / available data at all times
To address these, I think it would be better if supervisors are given a chance to decide solely in all of the matters related
to school operation and management based on their area/district.
ISP – online submission asked hard copy for EPS
Advised to directly submit to persons concern

Similar to the previous categories, there must always be specific due dates and even platforms or means to address all the
challenges in terms of timeliness. Understanding the causes of these challenges and giving positive words of encouragement were
also observed by the participants. Letting the persons involved be aware of the consequences of non-compliance of the reports
as well as provision of alternative plans were practiced. Also, online submissions and hard copy or direct submission to the person
concerned were also the ways to address some issues. In the interviews with the participants, consultations, FGD and LAC sessions
were activity conducted in addressing challenges experienced considering the other factors of reports and accomplishments from
schools, It can also be noted, however, that a suggestion on the decision-maker as to learning area or district be solely the
supervisors.

This signifies that in addressing challenges experienced considering the other factors of reports and accomplishments from
schools, consultations, FGD and LAC sessions were still the activities done.

In Allred et al. (2017), it can be said that common themes of aspiration and motivation are expected to be instilled in the minds of
the teachers from their school leaders. The paper of Zamir (2019) practical implications states that the increased responsibility that
has been placed on schools and the demand for accountability, as well as transparency, have obligated schools to broaden and
deepen the internal evaluation activities and those have led to the position of the school evaluator.

4.3 The Implications of the Findings on the Strategic Planning and Direction of the Supervisors in the Curriculum
Implementation Division (CID)
The participants have shared implications of the challenges experienced to the strategic planning and direction of the supervisors
in the CID as reflected in the grid below.

-coming up with a strategic plan is not easy because of inaccurate/incomplete data from reports
-some reports submitted lead to different areas of concerns
Variables are uncontrollable
Proper representation to LGU
CID must have linkages, strengthen them in coordination with socmov
Classify instruction/ put into memo and make it formal just like templates
Reports – merging of issues, iwasan duplication to lessen works on job descriptions

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Protocols and flow charts should be intensified with clear descriptions

Duplicated requirements and reports should be simplified
Clear job descriptions
Maybe it requires personal discipline and commitment and sacrifice to their work.
It is also inability to track progress in consolidating the reports.
Delayed reports and other concerns can be the basis for strategic planning
Delayed planning – data
Domino effect to CID as a whole
Thorough analysis of the results of the data or reports being submitted and action steps are necessary to address those
gaps if ever. Continues providing TA for better / improvement of the school itself.
These challenges are always there, every time we accomplish these challenges, there is another will arise. I think
making sole decision for every supervisor in his area/district will help
The following are the suggested strategy that would make the planning and directions of CID
1. Maybe lessen the numbers of report to be submitted (Only the important one)
2. Proper Scheduling of Report to be submitted so that they may have enough time in terms of preparation.
Those challenges mentioned above will hamper the performance of the CID in terms of quality, efficiency and
timeliness.
If delayed – CID accomplishment reports will also be delayed
Affected because of the INC data like submission of modules
Templates – cause of misinterpretations

From the raw data, it can be inferred that generally, these challenges experienced by the supervisors on reports and
accomplishments from the schools may bring the following implications:
1. Clear areas and concerns of the reports or accomplishments may be communicated to the field to minimize
inaccuracy of data and attain completeness of the same. This may include but is not limited to time allotment on the
preparation and submission.
2. Linkages shall also be secured by the supervisors in the CID in cooperation or assistance with the Social Mobilization
Section and partnership with LGUs so that accomplishments of the schools will be sustained and be fully supported
3. Flow charts with clear descriptions, persons involve, and well-defined job descriptions to simplify and avoid
duplicated reports or accomplishments are to be intensified
4. Commitment and work dedication should be part of CID culture
5. There is a need for continuous provision of quality and high caliber technical assistance (TA)
6. The chance to decide, manage and implement projects in learning area or district is also expected

5. Conclusions
The following are the conclusions of the study based on its findings:
1. There were challenges experienced by the district and division supervisors on the reports and accomplishments from the
schools. These challenges fall under the categories of quality, efficiency, timeliness, and other factors.
a. The challenges experienced in terms of quality were due to some factors like skills and competencies of the one
who prepared the reports or accomplishments and the kind or type of data they also have gathered from the
concerned individuals.
b. The major challenge as to efficiency on the reports and accomplishments is the accuracy, analysis, and
interpretation of the same. This also means that those who are preparing the said documents are not that serious
in preparing the same but they are doing it for compliance. Also, this reflects on the instructions coming from
their immediate higher offices. In other words, the clearness of the directives or instructions should be
emphasized so that efficiency in the preparation of the documents will not be compromised.
c. Considering the timeliness of the submission of reports and accomplishments from the schools, due dates are
often not followed because of some causes like the number of documents to be prepared and submitted with
limited human resources and tasks were given to the same person repeatedly. Further, this calls for re-defining
and evenly distributing tasks in schools. The clearness of the memo and the time allotment for the preparation
of the documents that may complete the reports and accomplishments should also be given emphasis or
attention.
d. There are other factors that are part of the challenges experienced by the supervisor-participants. This included
human aspects, internet connectivity, conflicting or overlapping of activities, and process flow.

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2. The district and division supervisors have addressed these challenges considering the same parameters through constant
consultations, focus group discussions, and learning action cell sessions.
a. When it comes to quality, provisions of instructions and technical assistance are the most important factor in
the expected quality of the reports and accomplishments. It should always be coupled with patience and this
means that whatever inputs given would result in the kind of output to be produced. Consultations, FGDs, and
LAC sessions are useful in this case.
b. As to efficiency, since consultations, FGD, and LAC sessions were the activity conducted, the technical assistance
(TA), instruction, and other related approaches were surely delivered.
c. Timeliness was addressed and solved by constant reminders or follow-up through consultations.
d. For the other factors, still consultations, FGD and LAC sessions were the activities done.

3. The implications of the findings on the strategic planning and direction of the supervisors in the Curriculum
Implementation Division (CID) fall under the following issues: communication and time - clear areas and concerns of the
reports or accomplishments may be communicated to the field to minimize inaccuracy of data and attain completeness
of the same. This may include but is not limited to time allotment on the preparation and submission; linkages and
partnerships - linkages shall also be secured by the supervisors in the CID in cooperation or assistance with the Social
Mobilization Section and partnership with LGUs so that accomplishments of the schools will be sustained and be fully
supported; process flow - flow charts with clear descriptions, persons involved, and well-defined job descriptions to
simplify and avoid duplicated reports or accomplishments are to be intensified; love for work - commitment and work
dedication should be part of CID culture; quality service - There is a need for continuous provision of quality and high
caliber technical assistance (TA); and empowerment - the chance to decide, manage and implement projects in learning
area or district is also expected.

Recommendations
Based from the conclusions drawn from the findings of the study, the following are the recommendations:
1. Terms of reference and clear directions should always be emphasized from the preparation up to the time of submission
of the reports and accomplishments. A training program that contains topics such as skills and competency enhancement
of those who are preparing reports and accomplishments, as well as data preparation, management and analysis.

2. Sustained consultations, focus group discussions (FGDs), and learning action cell (LAC) sessions should be done coupled
with progress monitoring and evaluation so that patterns of continuous improvement will be observed and be given
appropriate actions.

3. Include the issues reflected on the implications drawn from this study in the activity like strategic planning and direction
of the supervisors in the Curriculum Implementation Division (CID).

4. Similar study may be conducted using other variables not mentioned in this study.

Funding: This research received no external funding.

Conflicts of Interest: The author declares no conflict of interest.
ORCID iD (if any): https://orcid.org/0000-0002-4493-0870

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