Authority and Moral Ascendancy of Instructional Supervision of School Heads

Abstract

This study examined the authority and moral ascendancy exercised by school heads in instructional supervision in the Bacacay Districts, Albay, and used the findings as the basis for a proposed management plan. A descriptive survey design was employed among 37 respondents comprising 33 Grade 10 teachers and four school heads from Bonga National High School, Pili National High School, Sogod National High School, and Vinisitahan National High School. Data were gathered through a researcher-prepared five-point Likert questionnaire anchored on the responsibilities of school heads under DepEd Order No. 1, s. 2003. Frequency, percentage, weighted mean, and t-test were used in the analysis. The four school heads all specialized in secondary education; two had 5-10 years of service and two had more than 10 years, two held master's degrees and two held doctorates, and their reported training exposure was divided between 6-10 local and 6-10 national trainings or seminars. Instructional supervision was rated to a Very Great Extent in classroom management (M = 4.51), teaching strategies (M = 4.50), mastery of subject matter (M = 4.41), and communication skills (M = 4.52). Authority and moral ascendancy were likewise rated to a Very Great Extent overall (M = 4.26), with curriculum implementation, monitoring, and assessment receiving the highest indicator mean (M = 4.58). The source thesis reported no significant difference between teacher and school-head perceptions for classroom management, but significant differences for teaching strategies, mastery of subject matter, and communication skills. The findings indicate strong perceived instructional leadership while identifying areas where aligned supervision and professional development can be strengthened through a management plan.