“Supervisory Practices of School Heads and Teachers Professional Development in Relation to Teaching Performance”

This study determined the supervisory practices of school heads and teacher professional development in relation to teaching performance. Using a descriptive-correlational research design, it examined the relationships among these variables. The respondents were 136 educational personnel from Cluster 1 public schools in a school division within the Negros Island Region, selected through total population sampling. Findings revealed that the respondents were predominantly female and experienced professionals with more tha 20 years in teaching. The findings also revealed that both school heads’ supervisory practices and teacher professional development were assessed at a very high level. Teachers’ teaching performance was rated outstanding. Results showed no significant relationship between supervisory practices and teaching performance. However, a significant relationship was found between teacher professional development and teaching performance. The findings indicate that teacher professional development contributes more directly to improved teaching performance than supervisory practices alone. The study recommends strengthening institutional mechanisms that align supervisory practices with classroom needs and expanding access to quality in-service training, workshops, and Learning Action Cell sessions to sustain teacher growth and enhance teaching performance.

Educational Management

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