Instructional Supervision Approaches of School Leaders and Teacher’s Professional Growth

Abstract

This study investigated the relationship between instructional supervision approaches and teachers’ professional growth within public secondary schools in the Mercedes District, Camarines Norte. Employing an explanatory sequential mixed-methods design, the research first collected quantitative data from 63 teachers selected through stratified random sampling, followed by qualitative semi-structured interviews with three school heads to provide depth to the statistical findings. Data was analyzed using weighted means, Pearson’s r, and thematic analysis. Results indicated that the Mixed/Collaborative approach is the most utilized supervision style (Mean=4.58) and demonstrates the strongest significant positive correlation (r = 0.76 to 0.80) with all dimensions of teacher growth. While teachers reported very high growth in professional collaboration (Mean=4.62), instructional competence emerged as the lowest-ranked area of development (Mean=4.30). Qualitative insights revealed that the efficacy of supervision is frequently hindered by an administrative-instructional conflict, characterized by excessive clerical demands and data-compliance mandates that restrict time for deep pedagogical coaching. The study concludes that while collaborative supervision is a powerful catalyst for teacher excellence, its full potential remains untapped due to systemic structural barriers. It is recommended that district-level policies be reformed to prioritize instructional leadership over administrative maintenance to ensure sustained professional development and improved pedagogical outcomes.