Abstract
The study explores the evolution of supervision in educational settings, focusing on the transition from traditional inspection methods to more developmental and clinical supervisory practices. Using a descriptive correlational research design, the study systematically examines the relationship between supervisory practices and teachers' efficacy in the Division of Cabuyao City. A self-constructed questionnaire, validated by experts and utilizing a Likert scale, was administered to public school teachers in Cabuyao to assess their perceptions of supervisory practices and their own efficacy. The findings indicate that supervisors, school heads, and master teachers in Cabuyao City public schools actively engage in pre-observation, classroom observation, and post-conference analysis, which are crucial for fostering a supportive learning environment. These practices include detailed pre-observation preparations, the use of COT-RPMS rating sheets, and constructive feedback during post-observation conferences. Additionally, the study reveals that elementary teachers in Cabuyao City demonstrate high levels of student engagement, effective instructional strategies, and strong classroom management skills. The research identifies a significant correlation between supervisory practices and teachers' efficacy, particularly in areas such as pre-observation conferences and classroom management. This suggests that enhanced supervisory practices lead to improved teacher performance, highlighting the need for a compilation of best supervisory practices to guide effective teacher supervision. The study contributes to the understanding of how supervisory practices impact teachers' professional growth and offers insights for improving educational supervision in public schools.
