SCHOOL ADMINISTRATION AND INSTRUCTIONAL LEADERSHIP AND SUPERVISION COMPETENCE OF TEACHERS-IN-CHARGE VIS-À-VIS THE PHILIPPINE PROFESSIONAL STANDARDS FOR SCHOOL HEADS: INPUTS TO A COMPETENCY-ENRICHMENT POLICY FRAMEWORK

This study is primarily focused on assessing the competence of teachers-in-charge (TICs) in terms of school administration and instructional leadership and supervision, shedding light on the factors that contribute to effective school leadership anchored on the Philippine Professional Standards for School Heads as detailed in DepEd Order No. 24, s. 2020. Particularly, this study delved into the following: classifying the profile of the teachers-in-charge within the three Schools Division Offices of Quezon Province; identifying the level of competence of teachers-in-charge in terms of school administration, and instructional leadership and supervision; determining the significant relationship between the TICs competence in school administration and instructional leadership and supervision; and finding the challenges and best practices of the TICs in terms of school administration, and instructional leadership and supervision. Thus, this study utilized a convergent mixed-method research design. The quantitative and qualitative data for this study were gathered through a researcher-made and validated research instrument. The findings of the study revealed that teachers-in-charge have been described as having distinguished competence in terms of school administration and instructional leadership and supervision. Moreover, the teachers-in-charge encounter various challenges in school administration and instructional leadership and supervision. Nonetheless, they apply different best practices in school administration and instructional leadership and supervision in their respective stations.