Author

Leonida M. Oliveros
Department of Education
Master Teacher I
E. W. De Vela Elementary School
Laguna, Philippines

Doctor of Education
Major in Educational Management
Manuel S. Enverga University Foundation
Lucena City, Philippines
Email: leonida.oliveros001@deped.gov.ph

Abstract

This study aimed to evaluate the instructional supervisory practices of school heads and their relationship to teacher performance in selected districts within the Division of Laguna. Specifically, it assessed school heads’ supervisory practices in terms of human resource management, instructional management, and material resource management. It also examined the performance of teachers based on the Philippine Professional Standards for Teachers (PPST) and explored the correlation between school heads’ instructional supervisory practices, their socio-demographic profiles, and teachers’ performance. A descriptive-correlational research design was employed, involving eight (8) school heads and 233 teachers from four public elementary schools and four integrated high schools in the selected districts. Data gathered through the survey questionnaire were analyzed using frequency, percentage, weighted mean, t-test, and Spearman Rho’s correlation. The findings revealed that school heads demonstrated effective supervisory practices across human resource, instructional, and material resource management domains, with instructional management consistently rated highest. However, areas needing improvement included transparent feedback, enhanced professional growth opportunities for teachers, and better optimization of learning materials and infrastructure. School heads rated their efforts more positively than teachers, particularly in human resource and instructional management, indicating a need for improved communication and alignment. Despite these differences, perceptions of material resource management were consistent, reflecting effective collaboration in managing physical resources. Positive relationships were identified between the age, experience, and professional development of school heads and their supervisory effectiveness, while gender and uniform educational attainment showed limited influence. Challenges in instructional supervision also differed between school heads and teachers. While school heads viewed time constraints, resource limitations, and balancing responsibilities as infrequent, teachers identified these as common barriers. Both groups, however, agreed on the need for more training opportunities and acknowledged that negative attitudes toward supervision impacted effectiveness. Teacher performance, as measured by the Philippine Professional Standards for Teachers (PPST), was generally strong, with most achieving very satisfactory ratings. However, the limited number of outstanding ratings indicated the potential for further development to elevate instructional quality and innovation. Significant correlations were found between effective supervisory practices and teacher performance, underscoring the importance of robust leadership in fostering teaching effectiveness. Additionally, challenges in supervision, such as limited resources and time constraints, negatively impacted teacher performance, emphasizing the need to address these barriers. It is recommended to implement ongoing, targeted professional development programs for school heads, focusing on contemporary challenges like technology integration, inclusive education, and data-driven decision-making. Mentorship programs and peer learning groups should also be established to enhance collaboration and knowledge-sharing among school leaders.

Keywords: Instructional supervisory practices, performance of teachers, school heads, human resource management, instructional management, material source management

DOI: http://doi.org/10.69651/PIJHSS0404669

Recommended citation: Oliveros, L. M. (2025). Current instructional supervisory practices of school heads and the performance of teachers in public schools in selected districts in DepEd Laguna. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7322-7335. http://doi.org/10.69651/PIJHSS0404669

Read the full text

References

Acidol, J. V., & Kilongkilong, D. A. A. (2022, March 28). Resource management practices of a public higher institution in the Philippines (Unpublished manuscript). University of San Jose–Recoletos, Cebu City, Philippines.

Ampofo, G., Yaw, S., Onyango, G. A., & Ogola, M. (2019). Influence of school heads’ direct supervision on teacher role performance in public senior high schools. IAFOR Journal of Education, 7(2), 23–38. https://doi.org/10.22492/ije.7.2.02

Anike, M. S., Eyiene, A., & Egbai, E. M. (2015). Instructional supervisory practices and teachers’ role effectiveness in public secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Journal of Education and Practice, 6(23), 43–47.

Ariffin, A. K., Idris, A. R., & Abdullah, Z. (2015). The relationship between teaching supervision and teachers’ motivation in secondary schools. Journal of Advanced Research in Social and Behavioural Sciences, 1(1), 1–11.

Buagas, R. C., & Ching, G. L. (2023). Instructional supervisory practices of school heads during the full implementation of face-to-face classes in the Third Congressional District of Quezon: Basis for a supervisory plan. Psychology and Education: A Multidisciplinary Journal, 9, 1302–1319. https://doi.org/10.5281/zenodo.7632215

Chen, M. (2018). Meta-analysis on the effectiveness of team-based learning. BMC Medical Education, 18(1), Article 77. https://doi.org/10.1186/s12909-018-1199-1

Chiwamba, S. V., & Kigobe, J. (2022). Challenges encountered by school heads in carrying out instructional supervisory activities in public secondary schools in Lindi Region, Tanzania. Asian Journal of Education and Social Studies, 29(2), 1–10. https://doi.org/10.9734/ajess/2022/v29i230704

Daguman, R. J. B. (2020). A regression model of teachers’ performance as predicted by strategic human resource management practices. International Social Science Review, 2(1), 20–34.

David, O., Madinah, N., & Godfrey, E. (2021). Instructional supervision practice and effective teaching in Ugandan secondary schools. International Journal of Education and Research, 9(3), 219–230.

Esia-Donkoh, K., & Baffoe, S. (2018). Instructional supervisory practices of head teachers and teacher motivation in public basic schools. Journal of Education and E-Learning Research, 5(1), 43–50. https://doi.org/10.20448/journal.509.2018.51.43.50

Fahim, M. G. A. (2018). Strategic human resource management and public employee retention. Review of Economics and Political Science, 3(2), 20–39. https://doi.org/10.1108/reps-07-2018-002

Gordon, S. P. (2018). Supervision’s new challenge: Facilitating a multidimensional curriculum. Journal of Educational Supervision, 1(2), 17–32. https://doi.org/10.31045/jes.1.2.2

Malik, S. (2021). Learning theory of cognitivism and its implications on students’ learning. World Journal of Multidisciplinary Research and Development, 7(5), 67–71.

Meskó, B., Hetényi, G., & Győrffy, Z. (2018). Will artificial intelligence solve the human resource crisis in healthcare? BMC Health Services Research, 18(1), Article 545. https://doi.org/10.1186/s12913-018-3359-4

Misllang-Sison, D., & Junio, A. D. (2019). School heads’ supervision practices and teachers’ instructional performance: Basis for a proposed mentoring program (Unpublished doctoral dissertation). Pangasinan State University, Philippines.

Muñoz Pascual, L., Curado, C., & Galende, J. (2019). How does the use of information technologies affect the adoption of environmental practices in SMEs? A mixed-methods approach. Review of Managerial Science, 15, 75–102. https://doi.org/10.1007/s11846-019-00371-2

Navidad, R. S. (2019). Management of learning resource materials, technology utilization, and teachers’ competence in selected public schools. IOER International Multidisciplinary Research Journal, 1(1), 1–9.

Olaivar, D. R., & Loayon, L. D. (2022). School heads’ human resource management practices, teachers’ school engagement, and teaching performance. International Journal of Research, 10(9), 27–41.

Osuji, C. U., & Iheanyichukwu, C. (2021). Material resources management for effective teaching and learning in Nigerian tertiary education. International Journal of Innovative Education Research, 9(3), 13–28.

Potgieter, I. L., & Mokomane, S. E. (2020). Implementation of HRM functions in selected small manufacturing companies in Gauteng, South Africa. SA Journal of Human Resource Management, 18(1), 1–11. https://doi.org/10.4102/sajhrm.v18i0.1282

Shibiti, R. (2020). Public school teachers’ satisfaction with retention factors in relation to work engagement. SA Journal of Industrial Psychology, 46(1), 1–9. https://doi.org/10.4102/sajip.v46i0.1763

Silva, M. S. A. E., & Lima, C. G. D. S. (2018). The role of information systems in human resource management. In Management of information systems. InTech. https://doi.org/10.5772/intechopen.79294

Sumapal, M. L. S., & Haramain, J. T. (2023). Instructional supervision practices of Bangsamoro school heads and their impact on educational improvement. World Journal of Advanced Research and Reviews, 18(3), 1518–1532. https://doi.org/10.30574/wjarr.2023.18.3.1445

Suson, R., Galigao, R., Velasquez, M., Baratbate, C., & Mejica, S. P. I. (2019). School heads’ supervision practices: A literature review. International Journal of Current Research, 11(6), 4706–4710.

Yusuf, A., Owede, V. C., & Bello, M. B. (2018). Effect of think-pair-share instructional strategy on students’ achievement in civic education. Anatolian Journal of Education, 3(2), 47–62. https://doi.org/10.29333/aje.2018.325a