Authors

Mary Joy A. Diaz*
Northwest Samar State University, Calbayog City, Philippines

Joan S. Pigar
Northwest Samar State University, Calbayog City, Philippines

Abstract

This study examined the relationship among school heads’ supervisory practices, organizational climate, and teachers’ mental well-being in selected public elementary schools in Laoang District, Northern Samar. Specifically, it assessed supervisory practices in terms of guidance and mentoring for lesson planning, coaching on teaching strategies, classroom observation, performance evaluation, and feedback and technical assistance provision. It also determined the level of organizational climate in terms of physical safety and discipline, verbal aggression and antisocial norms, positive peer culture and cohesion, and school attachment and personal security. Moreover, the study evaluated teachers’ mental well-being in terms of positive emotion, engagement, relationships, meaning, and achievement. A descriptive-correlational research design was employed involving 111 teacher-respondents selected from public elementary schools. Data were gathered through survey questionnaires and analyzed using frequency, percentage, mean, standard deviation, Pearson r correlation, and multiple regression analysis. Findings revealed that supervisory practices were generally rated high, particularly in instructional support such as lesson planning, coaching, and classroom observation, while performance evaluation and feedback obtained moderate ratings. Organizational climate was generally moderate, with school attachment and personal security receiving the highest mean rating. Teachers’ mental well-being was high in terms of positive emotion and achievement but moderate in engagement, relationships, and meaning. Correlation analysis showed significant positive relationships among supervisory practices, organizational climate, and teachers’ mental well-being. However, regression analysis indicated that teachers’ demographic profiles did not significantly influence perceptions of supervisory practices and organizational climate. The study concluded that effective supervisory practices contribute to a positive organizational climate and improved teachers’ mental well-being. Strengthening feedback systems, enhancing coaching and mentoring practices, and promoting a supportive school environment were recommended to further improve instructional effectiveness and teacher well-being.

Keywords: Supervisory Practices, Organizational Climate, Mental Well-Being, Instructional Leadership, Teacher Development.

*Corresponding author / Email Addresss: mjaneandrademendoza84@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021146

Recommended citation:
Diaz, M. J. A., & Pigar, J. S. (2026). School heads’ supervisory practices in public elementary schools: Effects on organizational climate and teachers’ mental well-being. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4169-4195. http://doi.org/10.69651/PIJHSS05021146

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