School Head’s Instructional Supervisory Practices and the Performance of the Teachers: A Correlational Study

The purpose of the research study "School Head's Instructional Supervisory Practices and the Performance of the Teachers: A Correlational Study" is to ascertain whether there is a connection between teachers' performance and school heads' instructional supervisory practices. To investigate the link between these two variables, the study uses a descriptive correlational research design. This study made use of a descriptive survey questionnaire to find out the level of school head’s instructional supervisory practices and the teacher’s performance in Secondary Public Schools of Monkayo West District. This investigation used two sets of questionnaires namely School Heads Instructional Supervisory Practices and Teachers Performance. The respondents were composed of 160 teachers coming from junior high school and senior high school. Using mean, pearson-r as the statistical tool, it was found out that the school head’s instructional supervisory practices with its following indicators; resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader was described as often. This implies that the school head’s instructional supervisory practices greatly contributed in determining the level of teachers’ performances. The results revealed that teachers’ performances with its following indicators; plans instructions, knowledge of the subject matter, and student engagement were described as often. This can be noted that the teachers’ performance greatly affected in the level of school head’s instructional supervisory practices. It was also revealed that there is significant relationship between school head’s instructional supervisory practices and the performance of the teachers. Hence, it was concluded that it is important for school heads to continually update themselves on the best practices of instructional supervision. As a recommendation, Department of Education may continue to regularly train school heads, specifically those who are newly installed school heads on effective instructional supervisory practices. Curriculum Implementation Division Experts should consistently monitor and provide suggestions through professional training that will be conducted for the school heads. Teachers need to be trained regularly on the effective integration of technology in the classroom as well as in implementing their lessons in such a way that would foster better learning outcomes.