Abstract
The research aimed to evaluate instructional and supervisory practices among school heads in Buenavista Districts I and II during the 2022-2023 academic year within the context of the new normal. It involved profiling elementary schools and assessing school heads' supervisory practices across instructional, professional, motivation, and assessment realms, examining differences based on demographic factors. The study also investigated the effectiveness of these practices in enhancing instructional quality, identified obstacles faced by school heads in executing them, and proposed a specialized training program based on its findings. Utilizing a descriptive-comparative quantitative research method, the study encompassed 22 school heads and 220 elementary teachers through a researcher-developed survey conducted both in print and online. Analyzing the data involved various statistical measures such as frequency count, percentage, weighted mean, rank, and ANOVA. Findings indicated predominantly small-sized schools led by Head Teachers. Instructional supervisory practices were consistently perceived as "Much Practiced" across various indicators, irrespective of school size or head designation. These practices were deemed highly effective in improving instructional quality, yet school heads encountered several challenges in their execution. Consequently, the study advocates for a comprehensive supervisory training initiative to overcome these obstacles and enhance the practices among school heads.
