Instructional Supervisory Practices, Curriculum Implementation Management, and Teachers’ Instructional Competence in Public Elementary Schools: Basis for an Educational Management Framework
DOI:
https://doi.org/10.65339/ijsis.V1.I4.268Keywords:
Curriculum Management, Educational Leadership, Educational Management, Instructional Competence, Instructional Supervision, Professional Development, Sustainable EducationAbstract
This study examined instructional supervisory practices, curriculum implementation management, and teachers’ instructional competence in public elementary schools in Sipalay City, Negros Occidental, Philippines, as a basis for developing an Educational Management Framework. Anchored in the Instructional Leadership Model, Transformational Leadership Theory, and Philippine Professional Standards for Teachers, the study employed a quantitative descriptive-correlational design involving a specified sample of 55 teachers. A structured questionnaire using a five-point Likert scale covered instructional supervision, curriculum management, and instructional competence. Descriptive statistics, Pearson correlation, and multiple linear regression were used to examine the variables and their relationships. The reported results indicated high levels of instructional supervisory practices (M = 3.66), curriculum implementation management (M = 3.74), and teachers’ instructional competence (M = 3.76). Significant positive relationships were reported between instructional supervision and instructional competence (r = .476) and between curriculum management and instructional competence (r = .599). Regression results identified curriculum implementation management as a significant predictor of instructional competence, explaining 38.2% of the variance jointly with instructional supervision. Areas requiring improvement included feedback and coaching, professional development, instructional resources, curriculum evaluation, and responsiveness to learner diversity. The proposed framework emphasizes coordinated instructional leadership, curriculum planning, professional collaboration, teacher development, and continuous evaluation. The study aligns with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 16 (Peace, Justice and Strong Institutions). Its sustainability implications concern strengthening institutional accountability, professional competence, and continuous school improvement through coordinated educational management practices.
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Copyright (c) 2026 Art Leonito P. Lavida, Yvony M. Cornea, Michelle D. Resuma, Junrich M. Papasin (Author)
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