Abstract
Instructional supervision plays a crucial role in improving the quality of education and fostering teacher development. This study examined public school teachers' perceptions of the extent to which school heads implement instructional supervision and whether these perceptions vary across teachers’ length of experience, educational attainment, and teaching position. This research utilized a descriptive-correlational design, with 121 public school teachers from Claveria, Misamis Oriental, as the sample. Stratified random sampling was used to select participants. A questionnaire, adopted from Comighud et al. (2020), was used to gather data. The questionnaire was divided into two parts: demographic information and perceptions of instructional supervision. Data were analyzed using descriptive statistics to present the demographic profile, while mean and standard deviation were used to assess teachers' views on five key aspects of instructional supervision: Concept and Purpose, Planning and Preparations, Organization and Implementation, Dialogue and Discussion, and Satisfaction and Evaluation. ANOVA was used to explore whether demographic factors influenced perceptions. The study’s findings revealed that most respondents were in the middle stages of their careers, with many holding entry-level positions. Over half had pursued graduate studies, but none had completed a doctoral degree. Instructional supervision was generally perceived as being implemented to a very high extent, with the highest ratings in Concept and Purpose (mean = 4.48) and Dialogue and Discussion (mean = 4.41). However, the Planning and Preparations aspect received a lower score (mean = 4.12), indicating room for improvement. Experienced teachers showed different expectations in Concepts and Purpose, while no significant differences were found in perceptions of Organization and Implementation. Based on the findings, it is recommended that schools offer personalized professional development opportunities for teachers at different career stages, improve planning and preparation processes, and ensure that supervisory practices are flexible and supportive of teachers with varying levels of experience and education.
