Instructional Supervision Of School Administrators On Learning Resources Utilization And Performance Of Teachers In Teaching Matatag Curriculum

AUTHOR(S)

ELVIRA I. CABAHUG

ABSTRACT

— This study determined the significant relationship between Instructional Supervision of School Administrators on learning resources utilization and performance of teachers in teaching the MATATAG curriculum. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design will be used in this study to look into the relationship between the Instructional Supervision of School Administrators on learning resources utilization and performance of teachers in teaching the MATATAG curriculum. This study will use a descriptive-correlational research design to investigate the relationship between instructional supervision provided by school administrators, the utilization of learning resources, and the performance of teachers in implementing the MATATAG curriculum. The descriptive part of the study will aim to describe the existing practices of instructional supervision, the extent of resource utilization, and the performance levels of teachers, while the correlational aspect will examine whether and how these factors are related to one another. The Test of Relationship, which examines the statistical relationship between the Instructional Supervisory Skills of Head Teachers and the IPCRF of Teachers. The table features key statistical indicators such as the correlation coefficient (r), the computed t-value, the critical t-value at the 0.05 level of significance, and the resulting decision on the null hypothesis (Ho). The goal of this analysis is to determine whether a significant association exists between the head teachers’ effectiveness in supervisory roles and the performance ratings of teachers as measured by the Individual Performance Commitment and Review Form (IPCRF). The correlation coefficient of 0.80 indicates a very strong positive relationship between the two variables. This means that as the instructional supervisory skills of head teachers improve, the performance of teachers, as reflected in their IPCRF scores, also increases. The computed t-value far exceeds the critical table value, leading to the rejection of the null hypothesis. This confirms that the observed relationship is statistically significant and not due to chance. The finding suggests that effective supervision practices—such as planning, observing, evaluating, and mentoring—are directly associated with better teacher performance outcomes. The results imply that instructional supervision plays a vital role in shaping the professional growth and teaching effectiveness of educators. With a very strong correlation and a high computed tvalue, it becomes evident that the competencies of head teachers in supervising instructional practices contribute substantially to teacher performance. Statistical evidence supports that as head teachers exercise stronger planning, observation, and evaluation skills, teachers are more likely to deliver quality instruction, meet performance standards, and engage in continuous improvement, as shown in their IPCRF ratings. Keywords — Instructional, Supervision, School Administrators, Performance, Teachers