Exploring the Instructional Supervisory Practices of School Administrators in Luna I District: An Interpretive Phenomenological Analysis of Their Perceived Influence on Teachers' Performance

Instructional supervision plays a vital role in fostering teachers' professional growth and enhancing instructional quality in schools. While previous studies have examined supervisory practices using quantitative approaches, limited research has explored how school administrators perceive the influence of these practices on teachers' professional performance within their specific educational contexts. This study explored the instructional supervisory practices of school administrators in Luna I District and their perceived impact on teachers' professional performance through the meanings and interpretations attributed by the participants. Using an Interpretative Phenomenological Analysis (IPA) design, the study involved ten school administrators selected through criterion-based purposive sampling. Data were collected through answered printed structured questionnaires and analyzed following the IPA framework to identify recurring themes that reflected participants' lived experiences and interpretations. The findings revealed that participants perceived instructional supervisory practices as promoting professional growth, strengthening instructional competence, encouraging reflective teaching, fostering collaborative learning, enhancing teacher motivation, and supporting continuous improvement in classroom instruction. These findings represent the participants' contextualized perceptions of how instructional supervision influences teachers' professional performance rather than objective or statistically measured effects. The study concludes that school administrators perceive instructional supervisory practices as significant leadership processes that contribute to teachers' professional development and instructional effectiveness. It recommends strengthening instructional supervision through continuous leadership development, collaborative professional learning opportunities, and supportive supervisory mechanisms. Future studies may further explore these perceived influences across different educational contexts and among other educational stakeholders.