Instructional Supervision and Teachers’ Performance in a Public School: A Case Study
DOI:
https://doi.org/10.65339/ijsis.V1.I1.20Keywords:
Classroom Management, Constructive Feedback, Instructional Supervision, Professional Development, Reflective Practice, Teacher PerformanceAbstract
This study examined how instructional supervision is experienced by teachers and how it influences their teaching performance in a public elementary school in Barotac Nuevo, Iloilo, Philippines. Conceptually grounded in a developmental and relational view of instructional supervision, the study employed a qualitative case study design involving five purposively selected teachers assigned to Grades 1 to 3. Data were gathered through semi-structured interviews, classroom observations using RPMS indicators, and document review of Classroom Observation Tool forms and lesson plans, and were analyzed through thematic analysis. Findings revealed that instructional supervision served as a developmental tool that strengthened instructional preparedness, classroom management, professional confidence, reflective practice, and responsiveness to learner needs. Constructive feedback, coaching, and post-observation discussions encouraged teachers to refine lesson planning, adopt differentiated and interactive strategies, and improve learner engagement. However, observation-related anxiety, heavy administrative workloads, limited time, and inconsistent or unclear feedback constrained the effectiveness of supervision. Teachers preferred collaborative, supportive, and growth-oriented supervision characterized by coaching, mentoring, peer interaction, and reflective dialogue. The study concludes that instructional supervision is most effective when implemented as a supportive, reflective, and developmental process rather than as a judgment-oriented requirement. It recommends strengthening coaching and mentoring cycles, reducing administrative workload, providing regular constructive feedback, and promoting peer supervision and Professional Learning Communities. The study aligns primarily with SDG 4 – Quality Education by supporting teacher professional development and sustained instructional quality. Its contribution to educational and institutional sustainability lies in strengthening continuous professional learning, supportive supervision, and school systems that promote sustained teaching effectiveness.
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Copyright (c) 2026 Mark A. Amador, Romelo T. Velez, Kenneth James P. Sazon, Rhea D. Vilches (Author)
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