The perceptions of special education teachers on principals and supervisors on some aspects of supervision of the national special schools for handicapped children

In an effort to have better direction for instructional supervision and to achieve the organizational goals without prejudice on the individual goals, opportunities are opened for enhanced working relationships by the instructional leaders: the principal and the supervisor. Every teacher has gained certain perceptions of his environment based upon his internalized values, attitudes, skills, and knowledge. In line with the present trend of school management and democratic supervision, teachers are given the chance to share in making decisions and be active participants in planning and implementing changes or new trends, particularly in classroom instruction. But in the process, problems do arise. There seems to be an incongruence of perceptions. Hence, this study attempts to find out the perceptions of special education teachers on principals and supervisors of the four national special schools for handicapped children, namely: National Orthopedic Hospital School for Crippled Children, Philippine National School for the Blind, Philippine National School for the Deaf, and Jose Fabella Memorial School, on some aspects of supervision. The mean, variance, and t-tests were used in the statistical treatment of the data gathered from the one hundred twenty-five special education teachers of the four national special schools in the country