Abstract
Clinical instructional supervisory practices of school principals play a crucial role in enhancing the professional growth and development of elementary teachers by providing frequent observations, feedback, and coaching. This study aimed to determine the clinical instructional supervisory practices of school principals as an input to the professional growth and development of teachers. The respondents were 285 public elementary school teachers representing the entire population of Sariaya East District, Division of Quezon. This study was conducted during the School Year 2024-2025. The study concluded that clinical instructional supervisory practices of school principals, including pre-conference, classroom observation, and post-conference, are highly observed by respondents. Similarly, teachers demonstrated a very high level of professional growth and development, particularly in self-analysis, openness to change, willingness to accept assistance, and self-direction. Furthermore, the study established a significant relationship between clinical instructional supervisory practices and teachers' professional growth, highlighting the critical role of effective supervision in promoting continuous improvement and instructional excellence.
