Experiences of School Heads in Conducting Instructional Supervision: A Phenomenological Study

School heads play a significant role in ensuring that classroom teachers deliver quality education to achieve the target learning outcomes for learners. This study explored school heads' experiences in conducting instructional supervision. It was conducted in the District of Calamba, Division of Misamis Occidental, Philippines. The study used the phenomenological research design. Ten school heads were selected as participants through purposive sampling technique. A semi-structured Interview Guide was used in gathering the data, which were analyzed using Colaizzi’s method of data analysis (1978). The study yielded the following themes: providing instructional supervision as a developmental and support process for teachers; facing multifaceted challenges in instructional supervision; adopting supervisory strategies and responsive practices; and fostering continuous development and sustained instructional effectiveness. Conducting instructional supervision requires school heads to have a clear understanding of its goals and to be ready to proactively address the challenges they encounter, as well as the challenges experienced by teachers, ensuring the sustainability and empowerment of educators in their profession. Instructional supervision serves as an opportunity for teacher advancement. It is recommended that school heads continue to perform the supervisory function in accordance with academic standards and in consideration of the welfare and interests of teachers and learners alike.

Challenges, Practices, School Heads, Supervision, Teachers

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