Effectiveness of Instructional Supervision of School Head in Improving the Teaching Delivery of Teachers and Students' Performance

AUTHOR(S)

THELMA V. CABILING

ABSTRACT

This study evaluates the effectiveness of instructional supervision by school heads in enhancing teachers’ instructional delivery and improving student performance. Adopting a descriptive-correlational research design, it focuses on Seguinon National High School in the Albuera North District of Leyte Division. The study involved thirtynine (39) teachers, one school head, and 991 enrolled students as respondents. Two types of instruments were utilized in this research. Part 1 included a survey questionnaire assessing the extent of instructional supervision conducted by the school head, adapted from Medallion et al. (2017). Part 2 evaluated instructional quality based on the survey developed by Hung & Thuy (2021) in their study, “Reflective Teaching Perceived and Practiced by EFL Teachers: A Case in the South of Vietnam.” To assess student performance, the researcher gathered the Grade Point Average (GPA) for all subjects from Quarter 1. Statistical tools employed in the analysis included Simple Percentage, Weighted Mean, and Pearson correlation (r) to evaluate the relationships among the variables. The findings revealed a significant relationship between the extent of instructional supervision conducted by the school head and the level of teaching delivery by teachers. Additionally, a notable correlation was found between the quality of teaching delivery and the academic performance of students in Quarter 1. Thus, the result shows that schools can create a more effective instructional environment that enhances teaching delivery and, consequently, improves student academic performance. Keywords — Extent, Implementation, Classroom Management Strategies, Performance, Elementary Teachers