Supervisory Practices of School Heads: Teachers’ Perspectives

Discovering the best practices of Buug District Secondary Schools was the primary purpose of this study. This qualitative study employed the phenomenological research design following Moustakas' (1994) principles of reasoning and analyzing the data. The entire methodology is anchored with both Constructionist and Interpretivist paradigms of research to have a plausible direction on how participants will construct meaning from personal experiences on supervisory practices. An in-depth interview was the only method used for gathering the data needed in the study, with the 10 proficient teachers (T-I to T-III) of Five Secondary Schools of Buug District as participants. There were 6 major themes emerged in the data analysis, (1) Checking of daily lesson log, (2) observing classes, (3) mentoring and coaching, (4) checking teachers' punctuality and attendance (5) supporting instructional materials, (6) offering technical assistance to teachers. With these themes, it was found that the best practices of Buug District Secondary Schools had an effect on teachers' performance in their workplace, such as being challenged, competent, effective efficient, and satisfaction. Overall, the study determined teachers' perceptions of supervisory practices such as prompt in supervision, encouraging, approachable, and supportive. These verdicts inspired the researcher to craft various recommendations, especially for the school leaders of five Secondary Schools of Buug District, to continuously support teachers by providing them with the correct direction and advice, which will help them improve their pedagogical and content knowledge, as well as their abilities in curriculum development. To raise teachers' performance to an outstanding level, school administrators may continue to support their abilities, especially in curriculum and planning, topic understanding, and pedagogy.