Instructional Supervision Strategies of School Heads and Extent of Teachers' Collaboration and Personal and Professional Growth

AUTHOR(S)

JOY S. VENEZUELA

ABSTRACT

— This study determines the significant relationship between the extent of instructional supervision strategies of school heads in terms of teacher improvement aspects, and implementation of programs for instructional improvement and learning assessment and extent of teachers’ collaboration and personal and professional growth in terms of collaborative practices, personal growth through collaboration, professional growth through collaboration, organizational support and challenges and areas for improvement. This study employed a descriptivecorrelational research design utilizing the survey used by Rizada (2024) the Supervision of Instruction: Teachers and School Heads’ Perspective. Further, to determine the extent of teachers’ collaboration, personal and professional growth, the survey questionnaire used by Sarong (2024) in her study entitled, “Fostering Collaboration and Team Effectiveness in Educational Leadership: Strategies for Building High-Performing Teams and Networks”. There are five (5) school heads and fifty (50) selected teachers were involved in the study. It was revealed on the data that the extent of instructional supervision strategies of school heads in terms of teacher improvement aspects, and implementation of programs for instructional improvement and learning assessment is very high while the extent of teachers’ collaboration and personal and professional growth in terms of collaborative practices, personal growth through collaboration, professional growth through collaboration, organizational support and challenges and areas for improvement is high. Based on the statistical treatment, a moderately significant relationship revealed between the variables which are the extent of instructional supervision strategies of school heads and extent of teachers’ collaboration, personal and professional growth. This indicates that effective instructional leadership contributes meaningfully to promoting collaborative culture and supporting teachers’ personal and professional development, though other factors may also be influencing this relationship. Keywords — Instructional Supervision Strategies, School Heads, Teachers’ Collaboration, Personal, Professional Growth