CURRENT INSTRUCTIONAL SUPERVISORY PRACTICES OF SCHOOL HEADS AND THE PERFORMANCE OF TEACHERS IN PUBLIC SCHOOLS IN SELECTED DISTRICTS IN DEPED LAGUNA

This study aimed to evaluate the instructional supervisory practices of school heads and their relationship to teacher performance in selected districts within the Division of Laguna. Specifically, it assessed school heads’ supervisory practices in terms of human resource management, instructional management, and material resource management. It also examined the performance of teachers based on the Philippine Professional Standards for Teachers (PPST) and explored the correlation between school heads’ instructional supervisory practices, their socio-demographic profiles, and teachers’ performance. A descriptive-correlational research design was employed, involving eight (8) school heads and 233 teachers from four public elementary schools and four integrated high schools in the selected districts. Data gathered through the survey questionnaire were analyzed using frequency, percentage, weighted mean, t-test, and Spearman Rho’s correlation. The findings revealed that school heads demonstrated effective supervisory practices across human resource, instructional, and material resource management domains, with instructional management consistently rated highest. However, areas needing improvement included transparent feedback, enhanced professional growth opportunities for teachers, and better optimization of learning materials and infrastructure. School heads rated their efforts more positively than teachers, particularly in human resource and instructional management, indicating a need for improved communication and alignment. Despite these differences, perceptions of material resource management were consistent, reflecting effective collaboration in managing physical resources. Positive relationships were identified between the age, experience, and professional development of school heads and their supervisory effectiveness, while gender and uniform educational attainment showed limited influence. Challenges in instructional supervision also differed between school heads and teachers. While school heads viewed time constraints, resource limitations, and balancing responsibilities as infrequent, teachers identified these as common barriers. Both groups, however, agreed on the need for more training opportunities and acknowledged that negative attitudes toward supervision impacted effectiveness. Teacher performance, as measured by the Philippine Professional Standards for Teachers (PPST), was generally strong, with most achieving very satisfactory ratings. However, the limited number of outstanding ratings indicated the potential for further development to elevate instructional quality and innovation. Significant correlations were found between effective supervisory practices and teacher performance, underscoring the importance of robust leadership in fostering teaching effectiveness. Additionally, challenges in supervision, such as limited resources and time constraints, negatively impacted teacher performance, emphasizing the need to address these barriers. It is recommended to implement ongoing, targeted professional development programs for school heads, focusing on contemporary challenges like technology integration, inclusive education, and data-driven decisionmaking. Mentorship programs and peer learning groups should also be established to enhance collaboration and knowledge-sharing among school leaders.