Instructional Supervision Needs of Private Higher Education Institutions: Towards a Distinct Distance Learning Management Framework

Abstract

This study examined the instructional supervision needs of private higher education institutions engaged in online distance learning to develop a unique framework for managing online distance learning effectively. Employing a sequential explanatory mixed-methods design, quantitative data were collected from 301 teachers via surveys, followed by qualitative insights from five purposively selected school leaders through focus group discussion. Thematic analysis of qualitative data involved coding, theme development, and cross-referencing with existing literature to identify key supervisory practices. Results indicated that teachers demonstrated strong competencies in management, institutional, social, and communication skills, while pedagogical, design, and content skills were adequate. Technological skills, however, were the weakest and required focused improvement. In response, school leaders implemented tailored instructional supervision strategies addressing these needs. Based on these findings, the study proposes a distinct distance learning management framework comprising initiatives across six categories: pedagogical, technological, management and institutional, social and communication, design, and content. This framework provides a valuable tool for school leaders to effectively support and manage online teaching, particularly during crises or unexpected disruptions.