Strengthening Classroom Supervision and Teacher Attendance Through Project GUIDE (Guaranteeing Upkeep of Instruction and Daily Engagement)

Abstract

This action research examined the impact of Project GUIDE (Guaranteeing Upkeep of Instruction and Daily Engagement) on classroom supervision and teacher attendance at Davao City National High School. Using a qualitative action research design, data were gathered from 14 participants composed of teachers and department heads through open-ended surveys and document analysis of attendance logs and monitoring reports. Data were analyzed using thematic analysis. Findings revealed that prior to the intervention, supervision was fragmented, sporadic, and manual, resulting in delayed detection of teacher tardiness, weak accountability mechanisms, and compromised classroom discipline and student safety. Following the implementation of Project GUIDE, results indicated a notable shift toward a structured and real-time monitoring system that strengthened accountability, improved teacher punctuality, and enhanced classroom order and safety. The intervention fostered a stronger sense of professional responsibility among teachers and enabled school leaders to respond more efficiently to instructional concerns. The study concludes that structured hourly monitoring enhances instructional supervision and institutionalizes accountability in school settings, although further research is needed to examine its direct impact on instructional quality and student achievement.