Adaptive Instructional Supervision to Enhance Teachers’ Performance: Projected Outcomes
DOI:
https://doi.org/10.5281/Keywords:
Instructional Leadership, Teaching Performance, PPST Domains, Professional Development, Instructional Supervision, Educational LeadershipAbstract
This research aimed to examine how the instructional leadership practices of school heads are related to teachers’ performance based on the Philippine Professional Standards for Teachers (PPST) domains in the secondary schools of Clarin District, Bohol Division during the School Year 2025–2026. Using a descriptive-correlational research design, the study gathered data through a survey questionnaire composed of three parts: the respondents’ profile, the level of instructional leadership practices, and the level of teachers’ performance. Data were analyzed using statistical tools such as frequency, percentage, weighted mean, standard deviation, and Pearson-r. Findings revealed that school heads demonstrated very highly evident instructional leadership practices in areas such as planning and preparation, classroom observation, feedback and evaluation, professional learning continuity, and overall effectiveness. Similarly, teachers’ performance across the seven PPST domains was found to be highly to very highly evident, reflecting strong adherence to professional standards. Moreover, the study established a significant relationship between instructional leadership and teachers’ performance, suggesting that effective leadership plays a vital role in improving teaching competence. In response to these findings, a Professional Development Plan was proposed to further enhance instructional practices and support continuous teacher growth.
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