Clinical Supervision as an Intervention to Improve Teachers’ Efficacy in Teaching Remedial Reading

Author

ERNA S. MOLVIZAR


Abstract

 Reading literacy remains a major challenge among Filipino learners, particularly in the primary grades. This action research investigates the efficacy of clinical supervision as an intervention to strengthen teachers' competencies in remedial reading instruction at Moscoso-Rios Central School. Utilizing participatory qualitative methods, fifteen teachers participated in cycles of clinical supervision that included orientation, observation, feedback, and reflection. Data from semi-structured interviews and focus group discussions were analyzed thematically. Results reveal that before the intervention, teachers reported uncertainty, lack of confidence, and inconsistent instructional practices. Clinical supervision fostered professional reflection, collaborative learning, and instructional improvement, resulting in increased teacher efficacy and confidence. The study recommends institutionalizing clinical supervision in school-based professional development to sustain gains in teacher competence and student reading outcomes.



Keywords

Clinical supervision, teacher efficacy, remedial reading, professional development, action research, reflective practice, instructional supervision



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References


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