School Heads’ Instructional Supervisory Skills and Its Effect to Teachers’ Teaching Competencies and Performance in Guinayangan District, Division of Quezon: Basis for a Proposed Professional Development Program

This study examined the effects of school heads’ instructional supervisory skills on teachers’ teaching competencies and performance in the Guinayangan District, Division of Quezon, for School Year 2025–2026. The primary objective was to determine how the various areas of instructional supervisory skills of school heads, such as curriculum and instructional leadership, teachers’ supervision and professional development, monitoring and assessment of student learning, instructional supervision and evaluation, action plan development and implementation, parent and community involvement, and supervision of instructional materials and resources, affect teachers’ teaching competencies and performance. The results served as the basis for a proposed professional development program to sustain school heads' instructional supervisory skills. A quantitative-descriptive evaluative research design was employed, involving five school heads and 81 junior high school teachers selected through simple random sampling. Data were collected using validated questionnaires on instructional supervisory skills and teaching competencies, alongside teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings. Statistical tools, including the mean and standard deviation, were utilized to determine the average level of skills, competencies, and performance, as well as the variability of the responses. Multiple linear regression analysis was employed to examine the significant effects among the variables. Findings revealed that school heads were very highly skilled in their instructional supervisory functions, particularly in curriculum and instructional leadership, teachers’ supervision and professional development, monitoring and assessment of student learning, instructional supervision and evaluation, and parent and community involvement. Teachers were very highly competent in most teaching domains, with notable strengths in content knowledge and pedagogy, learning environment, curriculum planning, and assessment and reporting. In terms of performance, most teachers in Guinayangan received outstanding ratings in their Individual Performance Commitment and Review Form (IPCRF) evaluations. The results of the multiple linear regression analysis revealed that school heads' instructional supervisory skills do not affect teachers' teaching competencies (p-value = 0.078), which is greater than the 0.05 level of significance. In contrast, school heads significantly affect teachers' performance (p-value = 0.006), which is less than the 0.05 level of significance, leading to the rejection of the null hypothesis. The significance of this study lies in its contribution to strengthening the instructional supervisory skills of school heads within the Department of Education. By identifying which aspects of these skills have the greatest impact on teachers’ teaching competency and performance, the study provides valuable insights for sustaining school heads’ instructional supervisory skills and fostering a culture of instructional excellence and continuous improvement in schools. Adequate supervision remains vital to teacher performance and school success; hence, school heads are encouraged to sustain their skills through a professional development program, while teachers engage in continuous learning to support sustained improvement.