School Heads’ Instructional Supervisory Skills and Its Effect to Teachers’ Teaching Competencies and Performance in Guinayangan District, Division of Quezon: Basis for a Proposed Professional Development Program

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{"abstract":"This study examined the effects of school heads’ instructional supervisory skills on teachers’ teaching competencies and performance in Guinayangan District, Division of Quezon, for School Year 2025–2026, aiming to inform a proposed professional development program. A quantitative-descriptive evaluative research design was used, involving five school heads and 81 junior high school teachers selected via simple random sampling. Data were gathered using validated questionnaires on instructional supervisory skills and teaching competencies, and teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings. Statistical tools included mean, standard deviation, and multiple linear regression analysis. Findings showed school heads were very highly skilled in instructional supervisory functions, particularly in curriculum and instructional leadership, teachers’ supervision and professional development, monitoring and assessment of student learning, instructional supervision and evaluation, and parent and community involvement. Teachers were very highly competent in most teaching domains, with strengths in content knowledge and pedagogy, learning environment, curriculum planning, and assessment and reporting, and most received outstanding IPCRF ratings. Multiple linear regression analysis revealed that school heads' instructional supervisory skills do not affect teachers' teaching competencies (p-value = 0.078), but significantly affect teachers' performance (p-value = 0.006). The study contributes to strengthening school heads’ instructional supervisory skills within the Department of Education, emphasizing the importance of supervision for teacher performance and school success, and encouraging sustained skill development for school heads and continuous learning for teachers.","abstract_source":"gemini_shortened","authors":["Irish Digo","Noel Palomares"],"date":"2026-03-29","doi":"10.70838/pemj.540201","id":7483,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"64419fcb509132b2d31c9c4582762d6914ed2103e37884973bb07fe99685e497","schema":"scimatic-article/1","title":"School Heads’ Instructional Supervisory Skills and Its Effect to Teachers’ Teaching Competencies and Performance in Guinayangan District, Division of Quezon: Basis for a Proposed Professional Development Program","volume":54}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/7483.json | jq -r .canonical_record)" | sha256sum

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001d3b"},"latest"]}'

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