Instructional Supervision of School Heads and its Relationship to Teachers Performance based on PPST Domains
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This study examined the relationship between instructional supervisory competence of school heads and teachers’ performance based on PPST Domains 1, 3, and 5 in public elementary schools of Ubay 1 District, Division of Bohol. A descriptive-correlational design was employed using survey questionnaires administered to 20 school heads and 100 teachers. Results revealed outstanding supervisory skills among school heads (overall mean = 4.54) and excellent teacher performance in both school head ratings (mean = 3.59) and self-assessment (mean = 3.74), with Domain 5 strongest and Domain 3 consistently weakest. Significant positive correlations were found: moderate (r = 0.479, p < 0.001) between teacher-perceived supervision and self-assessed performance, and moderate-to-strong (r = 0.606, p = 0.005) between heads’ self-rated supervision and their teacher evaluations. Despite high competence levels, 52% of teachers feared negative judgment, 36% felt anxious about unannounced visits, and supervision was widely seen as evaluative rather than developmental, indicating a critical trust deficit that limits supervisory impact. The study concludes that while technical supervisory excellence exists, its effectiveness is severely constrained without psychological safety. It recommends adopting a trust-based supervisory framework featuring co-planned observations, timely resource-supported follow-ups, and developmental feedback to transform supervision into a genuine catalyst for teacher growth and improved learning outcomes.
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