Abstract
This study explored how school administrators adapted teacher monitoring practices during the COVID-19 pandemic to address the urgent need for supervision strategies suited to remote and hybrid learning environments. Using a qualitative case study design, the research examined the experiences of four school heads in Cebu Province, Philippines, highlighting the challenges they faced and the innovations they implemented. Findings revealed that hybrid monitoring approaches (i.e., combining digital tools, voice calls, and limited face-to-face interactions) enabled administrators to maintain oversight despite physical constraints. Individual Monitoring Plans, structured evaluation frameworks, and multimedia feedback mechanisms emerged as key strategies. However, administrators encountered significant barriers, including limited resources, communication gaps, and inconsistent student engagement. These challenges underscore the importance of investing in technology, enhancing digital literacy, and fostering collaborative support networks among educators and staff. The study proposed a Sustainable Alternative Educational Supervision Framework tailored to the evolving demands of post-pandemic education. By documenting adaptive practices and systemic gaps, the research provides a timely, context-sensitive model for resilient teacher supervision. Its originality lies in bridging theory and practice within a crisis context, offering practical insights for educational leaders navigating future disruptions.
