Republic of the Philippines
Laguna State Polytechnic University
San Pablo City Campus
GRADUATE STUDIES AND APPLIED RESEARCH
COURSE CODE : EM 205
COURSE DESCRIPTION : Teacher Supervision and Evaluation
Methods
PROFESSOR : HEIDILYN S. TOLENTINO, Ed. D.
STUDENT : EDUARDO M. TALAMAN, M.A.Ed.
COURSE : Master of Arts in Education Major in
Educational Management
REFLECTIONS 2 : Directive Control Behavior
DIRECTIVE CONTROL BEHAVIOR
A supervisor directive control behaviours must be a subject matter highly proficient. For
example, in school if they cannot claim an expertise in the elements that the profession
necessitates them, they are less likely to have influence over the teacher’s direction. This
manner of supervision gives the school head, head teacher or master teacher control over the
process of improvement. After an evaluation of the teacher, the school head, head teacher or
master teacher can correctly identify the area that need improvement or provide appropriate
technical assistance. Then they can give the teacher specific goals that can be reached and
reward the teacher after they have reached the desired level of competence.
As a technical assistance provider I must clarifies the teacher’s problem, presents his or
her own ideas on what information should be together and how it will be helpful, directs the
teacher, after class observation and do feedbacking, on the actions that need to be taken,
demonstrates for the teacher suitable teaching behavior, sets the standard for improvement
based on the primary baseline information, and reinforces teacher behavior by using substantial
or social encouragements/ incentives. The incentives can be as simple as a enhanced
evaluation when the teacher soars to the standard, or it can be something more noticeable such
as certificates or other type of award.
I can say that directive control behaviour is must suitable to the new faculty member or
teacher which needs more directive guidance or when the teacher struggling and needs close
monitoring and or/ guidance. I believed that directive control should not apply to all teachers it
should be case-to-case basis. The way or style of supervision should implement according to
the needs of the teacher to improve and enhance teaching techniques and strategies.
