INSTRUCTIONAL SUPERVISION SKILLS OF SCHOOL ADMINISTRATORS AND PERFORMANCE OF ELEMENTARY TEACHERS IN ORMOC CITY DISTRICT 6

AUTHOR(S)

JAQUELYN P. MERCONES

ABSTRACT

This study determined the significant relationship between the Instructional Supervisory Skills of School Administrators and Performance of Teachers in Ormoc City District 6 in the Schools Division Office of Ormoc City. A proposed Instructional supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to look into the connection between the of School Administrators in District 6 to the performance of the selected elementary school teachers. It is possible to evaluate both variables methodically thanks to this design, which facilitates the investigation of any potential correlations between them. This study aimed to clarify the relationship between of School Administrators in District 6 both of which contributed to selected elementary school teachers. The test of the relationship between instructional supervisory skills and the performance of the teachers. The correlation coefficient indicates a strong positive relationship, suggesting that higher levels of instructional supervisory skills are associated with improved performance among teachers. The computed t-value of exceeds the critical table value at the 0.05 significance level, leading to the rejection of the null hypothesis (Ho). This statistical significance highlights the relevance of effective instructional supervision in fostering teacher performance. The strong correlation between instructional supervisory skills and teacher performance can be attributed to several factors. Instructional supervisors play a crucial role in guiding teachers through the complexities of curriculum implementation, assessment strategies, and effective teaching methodologies. A supervisor equipped with robust instructional skills can provide essential support, helping teachers to refine their practice and adapt to the diverse needs of their students. The correlation coefficient suggests that as instructional supervisory skills improve, so does the performance of the teachers. This aligns with the notion that effective supervision can lead to enhanced teaching quality, as supervisors who engage in collaborative planning, observe classroom instruction, and provide constructive feedback create an environment conducive to professional growth. Furthermore, this relationship underscores the importance of ongoing professional development for school administrators, equipping them with the necessary skills to support teachers effectively. The findings imply that schools should prioritize the development of instructional supervisory skills among administrators as a critical strategy for enhancing teacher performance. Professional development programs focused on instructional leadership can empower school heads to better support their teachers through targeted feedback and resource allocation. Schools might consider implementing mentorship programs where experienced supervisors can share best practices with their peers, fostering a culture of collaboration and continuous improvement. Moreover, given the strong correlation identified, educational institutions should cultivate a supportive environment where instructional supervisors are encouraged to engage meaningfully with teachers. This could involve regular observation cycles, collaborative planning sessions, and feedback mechanisms that are not only evaluative but also developmental in nature. Keywords — Instructional Supervision Skills School Administrators Performance