District Supervisors’ Instructional Supervisory Practices Vis-A-Vis School Heads’ Work Performance: Bases For Professional Development Interventions
DOI:
https://doi.org/10.5281/zenodo.20721702Keywords:
instructional supervisory practices, work performance, professional development interventionsAbstract
This research examined the relationship between district supervisors’ instructional supervisory practices and the work performance of the school heads using descriptive- correlational research design. The respondents comprised 8 public schools district supervisors and 50 school heads in Congressional District 4 in Schools Division of Nueva Ecija. The study concluded that the respondents form a highly credible group of experienced, well-educated, and professionally mature individuals whose insights are reliable and grounded in extensive practice, supported by balanced gender representation and advanced academic qualifications. Additionally, the results show that district supervisors consistently demonstrate a high level of effectiveness across all key instructional supervisory practices. Moreover, the results indicate that school heads demonstrate a high level of work performance across all key domains. The findings also revealed that district supervisors’ instructional practices have weak and statistically insignificant relationships with school heads’ work performance. Furthermore, the findings indicated that there are no significant differences in the perceptions of district supervisors’ instructional practices and school heads’ work performance when grouped according to age, gender, years in service, and educational attainment. The proposed professional development interventions reflected a strategic and evidence-based approach to professional development, building on the study’s findings that district supervisors and school heads already demonstrate highly practiced supervisory and leadership functions.
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