Instructional Supervision Quality and Teacher Professional Growth in Public Elementary School
DOI:
https://doi.org/10.5281/zenodo.21398100Keywords:
collegial learning, instructional leadership, instructional supervision, professional development, public elementary schools, teacher growthAbstract
This study investigated the quality of instructional supervision and its relationship with teacher professional growth in public elementary schools. A cross-sectional latent-variable explanatory correlational design was employed, with participants selected through proportionate stratified random sampling. Data were gathered using a validated researcher-developed questionnaire that measured instructional supervision quality and teacher professional growth. Descriptive statistics and partial least squares structural equation modeling were used to assess response patterns, measurement reliability, construct validity, explanatory power, and predictive relevance. Results showed high overall levels of instructional supervision quality and teacher professional growth. Professional respect and instructional focus emerged as the strongest supervisory dimensions, while developmental assistance and follow-up support received comparatively lower ratings. Teachers reported strong professional confidence, pedagogical improvement, reflective practice, and commitment to continuous development, although instructional adaptability and collegial professional learning remained areas of concern. The measurement model demonstrated satisfactory internal consistency, convergent validity, and discriminant validity. Instructional supervision quality had a positive and significant relationship with teacher professional growth, with a standardized path coefficient of 0.624. It explained 38.9 percent of the variance in professional growth and produced a large effect size. The findings indicated that supervision became more professionally meaningful when classroom observation was supported by clear expectations, respectful feedback, coaching, technical assistance, and sustained follow-up. Public elementary schools should strengthen continuous supervisory cycles, collaborative learning, mentoring, peer observation, and evidence-based professional development to support lasting improvements in teaching practice.
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