School Head’s Instructional Supervisory Practices and Teachers’ Performance in The Implementation of The Matatag Curriculum

AUTHOR(S)

MANELYN G. OMEGA

ABSTRACT

— This study determined the significant relationship School Head’s Instructional Practices and teachers’ performance in the implementation of the Matatag Curriculum in selected schools of Isabel 2 District, in the Division of Leyte. A proposed Instructional Supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to examine the connection between the School Head’s Instructional Practices through Feedback and Technical Assistance Mechanism and teachers’ performance in the implementation of the Matatag Curriculum. This design allowed for a systematic evaluation of both variables and facilitated the investigation of potential correlations between them. The study aimed to clarify how school heads’ instructional practices, particularly through feedback and technical assistance, related to the effectiveness of teachers in executing the Matatag Curriculum. The Test of Relationship, which illustrates the statistical relationship between Instructional Supervisory Practices and the Implementation of Reading Comprehension Strategies. The table contains key statistical indicators such as the correlation coefficient (r), the computed t-value, the table value at the 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the relationship’s strength. This analysis seeks to determine whether there is a significant correlation between how instructional supervision is carried out by school heads and the extent to which teachers implement strategies that enhance learners’ reading comprehension. The correlation coefficient (r) between the two variables is 0.86, which indicates a very strong positive relationship. This means that improvements or increases in the quality of instructional supervision are strongly associated with a greater degree of reading comprehension strategies being implemented by teachers. The computed t-value far exceeds the critical table value resulting in the rejection of the null hypothesis. This statistically confirms that the relationship observed is not due to chance and is indeed significant. The implications of these results are substantial. The strong positive correlation suggests that effective instructional supervisory practices—including coaching, feedback, classroom observations, and mentoring—contribute significantly to how well teachers apply reading comprehension strategies in the classroom. The result implies that when school heads actively support and guide teachers through structured supervision, it enhances instructional delivery and fosters improved literacy instruction. This strengthens the case for investing in regular, formative supervision that focuses on improving teaching strategies aligned with reading and literacy development. Keywords — Instructional Supervisory Practices, School Head, Teachers, Performance