Instructional Supervision Practices of School Administrators and Work Performance of Junior High School Teachers in Sto. Domingo District

Instructional supervision plays an important role in supporting teachers and improving the quality of teaching in schools. This study explored how instructional supervision practices of school administrators are related to the work performance of junior high school teachers in Sto. Domingo District, Division of Nueva Ecija. Guided by Glickman’s Developmental Supervision Theory and Becker’s Human Capital Theory, the study focused on key supervision practices such as classroom observation and feedback, professional development support, instructional planning and curriculum guidance, and monitoring and evaluation of teaching performance. It also examined teachers’ work performance in terms of content knowledge and pedagogical skills, instructional delivery and classroom management, assessment and feedback practices, learning environment and student engagement, professional growth and development, and commitment and work ethics. A descriptive-correlational research design was employed, involving 160 junior high school teachers as respondents. Data were collected using a validated survey questionnaire and analyzed through descriptive and inferential statistics. Results showed that instructional supervision practices were generally perceived at a very highly practiced level, while teachers demonstrated an outstanding level of work performance across all areas. The findings further revealed a significant relationship between instructional supervision practices and teachers’ work performance, indicating that supervision that is supportive and developmental positively influences teaching effectiveness. Some teacher profile variables were also found to be significantly related to work performance. The study proposed an instructional supervision framework aimed at strengthening teacher performance and enhancing classroom instruction. The study further highlights the value of instructional supervision as a meaningful process that supports teacher growth and contributes to better teaching and learning experiences.