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Table 3.Teaching Position Held of the Teachers The findings in Table 3 reveal that majority of the teachers are in Teacher | positions representing 63.67%. The data imply that longer teaching experience and higher educational attainment come together as major requirements for promotion to higher position in educational agencies. Advance degree in teaching incorporate experience (Fushell &Tucker, 2013). Even 76.67% are considered experienced teachers and 66.67% pursue post-graduate studies as reflected in the previous tables, the combination of number of years of working experience and advancement of career opportunities really matter and make a difference. In affirmation, many occupations recognize employees’ years of experience as a relevant factor in human resource policies, including compensation systems, benefits packages, and promotion decisions (Rice, 2010). The idea is that experience, gained over time, enhances the knowledge, skills, and productivity of workers. Moreover, education is a lifelong career. Teachers must use knowledge and skills in making strategic career choices. Fushell andTucker (2013) found out that teachers undertake lifelong programs for different reasons, primarily to become a greater educator and to receive a salary increase. In addition, teachers must finished master’s degree to improve their professional qualities and personal attributes (Secong, 2014). Furthermore, through experience, effectiveness and efficiency on the system were improved and developed (Torres, 2015). — Table 3 Teaching Position Held of the Teachers The findings in Table 3 reveal that majority of the teachers are in Teacher | positions representing 63.67%. The data imply that longer teaching experience and higher educational attainment come together as major requirements for promotion to higher position in educational agencies. Advance degree in teaching incorporate experience (Fushell &Tucker, 2013). Even 76.67% are considered experienced teachers and 66.67% pursue post-graduate studies as reflected in the previous tables, the combination of number of years of working experience and advancement of career opportunities really matter and make a difference. In affirmation, many occupations recognize employees’ years of experience as a relevant factor in human resource policies, including compensation systems, benefits packages, and promotion decisions (Rice, 2010). The idea is that experience, gained over time, enhances the knowledge, skills, and productivity of workers. Moreover, education is a lifelong career. Teachers must use knowledge and skills in making strategic career choices. Fushell andTucker (2013) found out that teachers undertake lifelong programs for different reasons, primarily to become a greater educator and to receive a salary increase. In addition, teachers must finished master’s degree to improve their professional qualities and personal attributes (Secong, 2014). Furthermore, through experience, effectiveness and efficiency on the system were improved and developed (Torres, 2015).

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Table 2.Highest Educational Attainment of the Teachers

Table 1 indicates that 23.33% of the teachers have been in the service for 1-2 years referred to as novice teachers while 76.67% are teachers who have three or more years of working experience that ranges from 3-4 years and additional categories leading up to teaching experience of more than 13 years then considered as experienced teachers. Teaching experience in the classroom does matter. As what Gardner (2013) emphasized, experience is considered as the most important factor in predicting effectiveness. It also plays several important roles in education policies. Experienced is believed to bridge the gap between theory and practice as cited in Marifjas (2013).The variant core idea of “long years of teaching” as conceived to be a manifestation of an effective teaching echoed one of the findings that teaching experience had a positive effect on teacher effectiveness (Abulon,2014). Table 1. Length of Teaching Experience of the Teachers

Table 4. Instructional Supervision in Terms of Concept and Purpose

Table 5. Instructional Supervision in Terms of Planning and Preparations

Table 6. Instructional Supervision in Terms of Organization and Implementation

Table 7 presents that there is a “very high” extent of implementation as perceived by both of the novice and experienced teachers in the areas of immediacy of feedback on classroom observation and adequacy of feedback on instructional supervision in the aspect of dialogue and discussion i in n post- instructional supervision. i ee cs 2 oe Table 7. Instructional Supervision in Terms of Dialogue and Discussion

Table 8. Instructional Supervision in Terms of Satisfaction and Evaluation (Part A)

Table 9. Instructional Supervision in Terms of Satisfaction and Evaluation (Part B) Table 9 signifies that experienced teachers perceived a higher extent of implementation of instructional supervision compared to novice teachers on the accomplishment of appraisa forms. Education requires supervision of classroom instruction to evaluate teacher’s effectiveness. This generally involves an administrator observing and evaluating lessons in a classroom, documenting the teacher’s performance, and sharing suggestions for improvemen Zepeda, 2007; Farley, 2010; Shohet, 2011; Weld, 2012). Hoffman and Tesfaw (2012) noted hat supervisory choices should be available to beginner teachers. Supervisors should employ various supervisory options by selecting and coordinating these tools focusing on the individua eacher’s needs and problems and the issues of teaching and learning that can enhance eachers’ professional development and improve their instructional efficiency (Hussen, 2015). In line with this, a research conducted indicated that beginning teachers have desired more on the frequent use of instructional supervision that meets their professional needs, promotes trust and collaboration, and gives them support, advise, and help (Choy, Chong, Wong & Wong, 2011). Table 8 displays a higher extent of implementation based on the experienced teachers’ perceptions compared to that of the novice in the area of satisfaction with instructional supervisory practices and instructional supervisors’ skills. In turn, Zepeda (2007) revealed that the satisfaction of teachers depends largely on the availability of supervisory choices based on their needs. Peplinski (2009) further noted about the utilization of differentiated supervision based mainly on a teacher’s years of experience and his or her need of such strategies.

Table 10 discloses that both the experienced and novice teachers have “very high” level o' agreement on the extent of implementation of instructional supervision on the following aspects: concept and purpose of instructional supervision, organization and implementation of instructional supervision, and dialogue and discussion in post-instructional supervision However, differences are noted in the planning and preparations for instruction supervision as well as satisfaction with and evaluation of instructional supervision. This can be attributed tc teachers’ confidence level to share knowledge, skills and expertise in the planning. implementation, and evaluation of the delivery of the subject matter as part of the instructiona process. In turn, Powers (2012) indicates that new teachers felt only somewhat prepared or not well-prepared in the area of lesson planning, instructional strategies, and classroom management. Table 10. Summary Table on the Extent of Implementation of Instructional Supervision

Table 11. Job Performance of Novice and Experienced Public School Teachers Table 11 exhibits the job performance of the novice and experienced public elementary school teachers. It reveals that 53.91% of the experienced teachers have a performance of 4.500 and above compared to only 5.71% of the novice teachers with outstanding rating. Moreover, 44.78% of the experienced teachers have ratings of 3.500--4.499 while 94.29% of

Table 12. Difference in the Extent of Implementation of Instructional Supervision as Perceived by the Teachers when They are Grouped According to Their Profile he novice teachers have very satisfactory rating. The data also reveal that both categories of eachers are at very satisfactory level with 4.470 for experienced and 4.110 for novice teachers. This means that the teachers have displayed effectiveness, efficiency, and timeliness in doing heir teaching duties most especially relating to the different Key Result Areas: Teaching and Learning Process, Pupils Outcomes, Community Involvement and Professional Growth and Development. Moreover, the finding is supported by Secong (2014), Pescuela (2015), and Torres(2015) which all revealed that almost all of the teachers have a “very satisfactory” rating as shown in their performance evaluation system. Teacher performance varies at all levels of experience. Teachers’ effectiveness is associated with experience and most steep on teachers’ initial years but continues to be significant as teachers reach the second, and often third, decades of their careers (Kini & Podolsky, 2016).

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