Instructional Supervisory Practices of Public School Heads
DOI:
https://doi.org/10.65339/ijsis.V1.I2.101Keywords:
Clinical Supervision Model, Educational Leadership, Instructional Supervision, Professional Development, Quality Education, School Management, Systems TheoryAbstract
This study evaluated the instructional supervisory practices of public school heads in the Schools Division of Calbayog City during School Year 2025–2026 as a basis for developing a professional development program. Anchored on the Clinical Supervision Model and Systems Theory, the study employed a sequential explanatory research design involving 128 public school heads selected through complete enumeration. Data were collected using a researcher-developed questionnaire comprising 57 indicators across ten supervisory dimensions and open-ended questions. Descriptive statistics, the Kruskal–Wallis test, multiple linear regression, and thematic analysis were utilized. Findings revealed that instructional supervisory practices were highly practiced (M = 4.72, SD = 0.44), with curriculum alignment obtaining the highest mean (4.85) and assessment and feedback the lowest (4.64). Significant differences were identified according to school category in learners' engagement, classroom management, and learning resources, while selected demographic and professional characteristics demonstrated significant associations with specific supervisory dimensions. Five major challenges emerged: time constraints, resistance to change, resource limitations, inadequate teacher preparation, and communication difficulties. School heads addressed these challenges through structured supervision frameworks, professional development programs, mentoring, resource allocation, and collaborative learning initiatives. The study recommends continuous leadership training, strengthened stakeholder collaboration, and implementation of a professional development program supported by regular monitoring and evaluation. Aligned with Sustainable Development Goal 4 (Quality Education), the study provides evidence to support instructional quality, teacher development, and inclusive learning environments. Its contribution to educational and institutional sustainability lies in informing continuous supervisory improvement, professional capacity development, and responsive school management.
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