INSTRUCTIONAL SUPERVISORY SKILLS OF SCHOOL HEADS IN RELATION TO THE PERFORMANCE OF TEACHERS IN THE SNED IMPLEMENTING SCHOOLS OF DISTRICT VI

AUTHOR(S)

LECIL T. RODELES

ABSTRACT

Classroom Observation Performance of Elementary School Teachers in the schools implementing Special Needs Education in Ormoc City District 6, Schools Division of Ormoc City. A proposed Instructional Supervisory plan was formulated based on the result of the study. In order to collect data using a descriptive-correlational research design in an efficient manner, it is imperative that every aspect of the study approached methodically in order to guarantee precise variable measurement and the creation of trustworthy associations. Researchers used a well-structured questionnaire or survey to evaluate the instructional supervisory skills of school administrators. The significant relationship between instructional supervisory skills and the performance of teachers as measured by the Classroom Observation Tool (COT). The computed correlation coefficient suggests a strong positive relationship, indicating that as the instructional supervisory skills of school administrators increase, so too does the performance of teachers. This finding underscores the critical role that effective instructional leadership plays in enhancing educational outcomes within schools. The decision to reject the null hypothesis (Ho) in favor of the alternative hypothesis implies that the relationship between the two variables is not only statistically significant but also practically relevant. This significant relationship reinforces the idea that school administrators who possess strong instructional supervisory skills can positively influence teaching effectiveness. By providing guidance, support, and feedback, administrators help create an environment that fosters teacher development and, consequently, improves student learning outcomes.Based from the results of the study, it becomes clear that school leadership must prioritize the development of instructional supervisory skills. Administrators who engage in effective planning, observation, and assessment practices can better support teachers in their professional growth. Moreover, the correlation found in this study emphasizes the importance of collaboration between teachers and administrators. A strong instructional leadership model encourages regular communication and feedback, allowing teachers to refine their practices in response to constructive observations. This aligns with contemporary educational frameworks that advocate for a collaborative approach to professional development, where both teachers and administrators engage in continuous improvement efforts. In summary, the significant relationship between instructional supervisory skills and teacher performance highlighted in this study suggests that effective school leadership is vital for fostering an environment of academic excellence. By prioritizing the development of instructional supervisory skills, school administrators can significantly impact teaching quality and student success. Keywords — Instructional Supervision Skills Performance School Heads Teachers SNED