A Comparative-Correlational Study of the Instructional Supervisory Competence of School Leaders
DOI:
https://doi.org/10.5281/zenodo.21833412Keywords:
Instructional Supervision, Supervisory Competence, Master Teachers, PPST Domains, Coaching and MentoringAbstract
This study assessed the instructional supervisory competence of instructional leaders (school heads and master teachers) in public secondary schools in Cawayan East District, Division of Masbate Province. Utilizing a descriptive-comparative and descriptive-correlational research design, data were gathered from 16 instructional leaders and 15 teacher-respondents using a researcher-made questionnaire based on the Philippine Professional Standards for Teachers (PPST) seven domains. Findings revealed that instructional leaders were predominantly female (68.75%), aged 31-35 (37.5%), pursuing graduate studies (50%), and had 2-5 years of supervisory experience (37.5%). Both groups rated instructional supervisory competence as Highly Proficient across most PPST domains, with Learning Environment receiving the highest rating (4.844) and Diversity of Learners the lowest (4.625 for leaders; 4.427 for teachers). Significant differences were found only in the Learning Environment domain (t=2.204, p<0.05), while no significant differences were observed based on sex (t=0.115) or significant relationships with profile variables (age, educational attainment, supervisory experience) through chi-square tests. Notable perception gaps existed in Diversity of Learners and Curriculum and Planning, where instructional leaders rated themselves higher than teacher perceptions. The study concluded that instructional supervisory competence is generally proficient but requires enhancement in inclusive education practices, curriculum planning support, and stakeholder engagement. An enhanced coaching and mentoring program is recommended to address identified gaps and strengthen instructional leadership practices in the district.
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