Author

Llalaine Mae M. Teaño
Pamantasan ng Lungsod ng San Pablo
San Pablo City, Laguna, Philippines
Email: llalainemaemiro@gmail.com

Abstract

This study examined the relationship between instructional supervision and evaluation practices of school principals and the performance satisfaction of teachers in Maranatha Christian Academy Laguna Chapters. Using a descriptive-correlational design, the 205 respondents were chosen purposively from 14 private schools and were interviewed with a validated four-part questionnaire to measure principals’ supervision (directive, informal, collaborative, non-directive) and evaluation (planning, classroom management, delivery, monitoring), and teachers’ instructional performance (content knowledge, learning environment, curriculum planning, assessment) and job satisfaction (growth, skills, communication, belonging). Results indicated a moderate degree of supervision effectiveness, where collaborative supervision was predominant. Evaluation practices were viewed positively, especially monitoring. Teachers showed exemplary instructional performance, performing exceptionally well in maintaining a positive learning environment. Team belongingness played an important role in job satisfaction, which was high. Supervision and evaluation practices were significantly positively correlated with teachers’ instructional performance and job satisfaction. The research suggests that supportive and effective supervision and fair evaluation play an important role in enhancing teacher performance and job satisfaction. It suggests that school administrators institute regular feedback systems, practice open communication, and encourage professional development opportunities.

Keywords: Instructional supervision, teacher evaluation, job satisfaction, teacher performance, private schools.

DOI: http://doi.org/10.69651/PIJHSS0501712

Recommended citation:
Teaño, L. M. M. (2026). Instructional supervision and evaluation practices toward performance satisfaction of school teachers at Maranatha Christian Academy Laguna Chapters. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7879-7891. http://doi.org/10.69651/PIJHSS0501712

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