ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
This study determines the significant relationship between the extent of instructional supervision of school heads and their role in facilitating reflective teaching practices among secondary teachers. The locale of the study is situated in the barangay proper of Brgy. Seguinon, Albuera, Leyte, is a large and accessible institution called Seguinon National High School and the thirty – nine (39) secondary teachers, and 1 school head were the respondents of the study. The instrument used in the study is a survey questionnaire on instructional supervision from the Department of Education SOCCSKSARGEN Region and to determine the level of reflective practices, the study utilized the survey used by Hung & Thuy (2021) in their study entitled, “Reflective Teaching Perceived and Practiced by EFL Teachers-A Case in the South of Vietnam”. The data presented indicates a significant relationship between the extent of instructional supervision by school heads and their role in facilitating reflective teaching practices among secondary teachers. This underscores the importance of effective instructional supervision in promoting reflective practices, highlighting the substantial impact school leaders have on teaching quality. The findings suggest that active supervision creates an environment conducive to reflection, allowing teachers to critically assess their methods and enhance their practices. Establishing a culture of reflection is essential; when school leaders prioritize reflective practices, teachers are encouraged to adopt similar mindsets, fostering collaborative improvement. This emphasizes the crucial role of strong instructional leadership in nurturing reflective practices and suggests that proactive school heads are vital to both teacher development and student achievement. Keywords — Instructional Supervision, School Heads, Role, Facilitating Reflective Teaching Practices, Secondary Teachers