Administrative And Supervisory Skills and Performance of School Heads and Their Relationship to Teachers’ Performance

AUTHOR(S)

DIVINA E. VELEZ

ABSTRACT

— This study determined the significant relationship between the School Head’s Administrative and Supervisory Skills: Their relationship to Teacher’s performance. A proposed instructional supervisory plan will be formulated based on the result of the study. The findings of the study were the bases for the proposed Intervention Plan. This study employed a descriptive and correlational survey design to explore the relationship between school heads’ administrative and supervisory skills and teachers’ performance. This design was particularly effective for gathering quantitative data from a large sample of school heads and teachers across various educational institutions. By utilizing structured questionnaires, the research aimed to collect information on specific administrative practices, supervisory strategies, and corresponding teacher performance indicators. The descriptive aspect allowed for an in-depth analysis of current practices and perceptions, providing a comprehensive overview of how leadership skills were implemented in different school contexts. Additionally, the correlational component of the design enabled the researchers to identify and quantify the relationships between the school heads’ skills and the teachers’ performance metrics. By employing statistical analyses, the study assessed whether higher levels of effective administrative and supervisory skills correlated with improved teacher performance outcomes, such as student engagement, instructional quality, and overall job satisfaction. This approach not only facilitated the identification of significant patterns but also contributed to understanding the broader implications of effective school leadership on educational practices. Test of Relationship Between Administrative Skills and COT,” presents a comprehensive analysis of how various administrative skills correlate with teachers’ performance as measured by the Classroom Observation Tool (COT). The results indicate a very strong positive relationship between all administrative domains—such as School Leadership, Instructional Leadership, Human Resources Management, and others—and COT performance, with the null hypothesis being rejected across the board. This highlights the significant impact that effective school leadership in areas like school management, instructional leadership, and interpersonal effectiveness has on the quality of teaching and student achievement. The findings suggest that school heads who perform well in these leadership domains have a direct influence on enhancing teacher performance and creating a conducive learning environment. Notably, school heads who excel in creating a student-centered learning climate, fostering community partnerships, and maintaining strong interpersonal relationships contribute to better teaching outcomes. These results emphasize the importance of investing in the development of both administrative and interpersonal skills for school leaders, as these qualities are strongly correlated with improved classroom performance and overall educational success. On the other hand, the test of Relationship Between Administrative Skills and COT,” reveals a significant correlation between various administrative skills and teachers’ performance as measured by the Classroom Observation Tool (COT). The statistical analysis demonstrates that all administrative domains—such as School Leadership, Instructional Leadership, Creating a Student-Centered Learning Climate, Human Resources Management, and others— have a very strong positive relationship with COT performance. The rejection of the null hypothesis across all domains suggests that effective leadership in these areas significantly enhances classroom teaching. The strongest correlations were observed in School Management and Operations, and Personnel and Professional Attributes, emphasizing the pivotal role of school heads in influencing teaching quality. These findings underscore the importance of school heads excelling in various leadership areas, including instructional management, human resource development, and fostering positive school climates. The results suggest that administrators who perform well in these areas can directly impact teacher effectiveness, thereby improving student engagement and achievement. Furthermore, the strong correlation with parents’ involvement and community partnerships highlights the value of collaborative efforts in enhancing classroom performance. Overall, the results emphasize that school heads who develop strong interpersonal skills, ethical leadership, and a student-centered focus are more likely to foster an environment conducive to higher-quality teaching and learning. Keywords — Administrative Supervisory Skills Performance School Head Teachers