SCHOOL HEAD’S SUPERVISORY PRACTICES: INPUT TO A TRAINING PROGRAM FOR SCHOOL HEADS

This dissertation explored school heads’ supervisory practices and its relationship with their demographic profiles. The researcher employed a mixed method research design utilizing a concurrent embedded approach. The research respondents were two hundred twenty-two (222) school heads and three hundred seventy-six (376) teachers from DepEd Quezon. Data gathered using a research survey and a semi-structured interview was analyzed through weighted mean, independent t-test, and Pearson-R Correlation. Findings of the study showed that most respondents were Principal I who are in service for more than thirty-five years and the level of supervisory practices of school heads is Moderately High Competence. It is also concluded that there is no significant relationship on the school heads’ position and their level of supervisory practice. There are several ways accounted in addressing supervisory challenges which include providing technical assistance on pedagogical approaches, proper allocation of resources, careful analysis and planning, positive supervisor-supervisee relationship, the establishment of expectations, provision of positive feedback to teachers, recognition of teacher contribution in schools, and employment of face-to-face and open dialogue short meeting. The researcher recommended that there is a need to provide learning and development programs focused on improving the research and development practices of the school heads in elementary schools of DepEd Quezon.