Instructional Supervision Practices and Teachers’ Competence: Basis for an Intervention

This study determined the instructional supervision practices of school leaders and their connection to teachers’ instructional competence in public secondary schools in the San Vicente- San Lorenzo Ruiz District, Division of Camarines Norte. It used a quantitative descriptive-correlational research design, including a validated questionnaire and secondary data from the Individual Performance Commitment and Review Form (IPCRF). Descriptive statistics, especially weighted mean, described the extent of instructional supervision practices and the level of teachers’ instructional competence. The study used Spearman rho correlation to determine the relationship between the variables. The findings showed that instructional supervision practices in all areas of the Philippine Professional Standards for Teachers (PPST) were regularly seen and interpreted as always practiced. Teachers also displayed a high level of instructional skills, with many achieving outstanding performance, especially in assessing and reporting. However, they performed relatively lower in curriculum and planning compared to other areas. The correlation analysis revealed that instructional supervision practices were significantly related to curriculum and planning, indicating that supervision influences teachers’ skills in this area. No significant relationships were found in other aspects of instructional competence. Regarding challenges, teachers answered that they sometimes experienced issues related to instructional supervision, while challenges related to teaching skills were seldom experienced. Limited access to professional development opportunities was a common concern among teachers. The study concludes that while instructional supervision is consistently practiced and teachers show strong instructional skills, there is still a need to improve support in curriculum planning and increase access to professional development. To address this, the study suggests the SUSTAIN intervention, which stands for Strategic Upskilling and Supervisory Transformation for Advanced Instructional Networks, to further improve instructional supervision practices and boost teachers’ instructional competence.

Instructional supervision, instructional competence, school leaders, teachers

1. Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. https://doi.org/10.2307/2392788 [Google Scholar] [Crossref]

2. Bandura, A. (1977). Social learning theory. Prentice Hall. https://archive.org [Google Scholar] [Crossref]

3. /details/sociallearningth00band [Google Scholar] [Crossref]

4. Sergiovanni, T. J. (2001). The principalship: A reflective practice perspective (4th ed.). Allyn & Bacon. https://www.pearson.com/en-us/subjectcatalog/p/principalship-a-reflective-practice-perspective/P200000004937 [Google Scholar] [Crossref]

5. Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. ASCD. https://www.ascd.org/books/leadership-for-learning [Google Scholar] [Crossref]

6. DepEd Order No. 42, s. 2017. Philippine Professional Standards for Teachers (PPST). https://www.deped.gov.ph/2017/08/11/do-042-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/ [Google Scholar] [Crossref]

7. Reyes, P., & Cruz, M. (2021). Assessing the impact of instructional supervision on teacher competence in local schools. Educational Research Review, 18(2), 199–215. https://doi.org/10.1016/j.edurev.2021.100406 [Google Scholar] [Crossref]

8. Mendoza, L., & Bautista, R. (2023). Instructional leadership practices of school heads and teacher performance in the Philippines. Philippine Journal of Education, 100(1), 15–30. https://ejournals.ph/article.php?id=18875 [Google Scholar] [Crossref]

9. Nkosi, M., & Dube, S. (2022). The impact of instructional supervision on teacher development in South Africa. South African Journal of Education, 42(1), 56–72. https://doi.org/10.15700/saje.v42n1a2123 [Google Scholar] [Crossref]

10. Johnson, M., & Carter, L. (2022). Effects of instructional supervision on teacher efficacy in United States high schools. Journal of Educational Administration, 60(5), 569–586. https://doi.org/10.1108/JEA-09-2021-0198 [Google Scholar] [Crossref]

11. Alonzo, J., & Vargas, T. (2022). The relationship between instructional supervision and teacher effectiveness in public schools. Journal of Educational Research, 45(3), 250–267. https://doi.org/10.1080/00220671.2022.2085961 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study