Interplay Of Instructional Supervisory Styles of School Heads with Teachers’ Performance and Learners’ Achievement in Selected Secondary Schools in the National Capital Region
DOI:
https://doi.org/10.5281/zenodo.23261417Keywords:
instructional supervision, supervisory styles, teacher performance, learner achievement, instructional leadership, secondary educationAbstract
This study determined the interplay of instructional supervisory styles of school heads with English teachers’ performance and learners’ achievement in selected secondary schools in the National Capital Region during School Year 2019–2020. A descriptive research design was employed among 30 school heads and 734 English teachers drawn purposively from 30 mega or big public secondary schools in the Schools Divisions of Caloocan, Manila, and Quezon City. Two researcher-developed survey questionnaires gathered data on directive, alternative, collaborative, non-directive, and creative supervision; supervisory assistance; teachers’ Individual Performance Commitment Review Form (IPCRF) ratings; and learners’ Mean Percentage Scores (MPS). The instruments were reviewed by five experts and pilot-tested with 30 non-participants, yielding a Cronbach alpha reliability of 85.9%. Data were analyzed using frequency, percentage, weighted mean, ranking, t-test, and Pearson correlation. Teacher respondents rated the supervisory styles lower overall than school heads (M = 4.13 versus 4.53), and the difference was significant (t = 6.0275, p = .0003). Teacher performance improved across the three reported school years, while learner results shifted from No Mastery toward Nearing Mastery and With Mastery. The source study also reported significant relationships between supervisory styles and teacher performance (r = .8367), supervisory styles and learner achievement (r = .5779), and teacher performance and learner achievement (r = .9305). The findings supported the development of an intensive instructional supervisory plan emphasizing regular supervision, instructional assistance, professional development, action research, and support for learner achievement.
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