Relationship Between Instructional Supervision Practices of School Heads and Teachers’ Work Performance: Basis for an Intervention Plan

AUTHOR(S)

ROLANDO L. CABUTAJE, PhD

ABSTRACT

—— Instructional supervision is a vital component of school leadership, directly influencing teacher effectiveness and learner outcomes. Despite its legal and professional grounding under Republic Act 9155 and related DepEd policies, supervision in many contexts continues to face challenges due to competing administrative responsibilities. This study examined the instructional supervision practices of school heads and their relationship to teachers’ work performance in the Allacapan South District, Allacapan, Cagayan, Philippines. A descriptivecorrelational research design was employed to determine the level of instructional supervision across five dimensions, namely, classroom observation, lesson planning, feedback provision, Learning Action Cell (LAC) sessions, and differentiated instruction, and their relationship to school heads’ and teachers’ performance ratings. Respondents included 12 school heads and 48 teachers selected through simple random sampling, with data gathered using a validated five-point Likert scale questionnaire. Findings showed that both school heads (mean = 4.78) and teachers (mean = 4.57) rated instructional supervision practices as very high, indicating consistently strong implementation of supervisory practices across schools in the district. The test of difference revealed no significant difference between the two groups’ assessments (t = 1.33, p = 0.187), indicating closely aligned perceptions of instructional supervision practices. Performance ratings further indicated an exceptionally high-performing workforce, with all school heads receiving Outstanding OPCRF ratings (mean = 4.95) and 97.9% of teachers attaining Outstanding IPCRF ratings (mean = 4.95). Strong positive correlations were also found between instructional supervision and work performance for both school heads (coeff = 0.906, p = 0.001) and teachers (coeff = 0.709, p = 0.001), demonstrating that higher supervision quality is associated with higher OPCRF and IPCRF ratings. The study concludes that instructional supervision is consistently and effectively practiced across the district and substantially contributes to sustained high performance among school leaders and teachers. Strengthening existing supervision systems through structured and data-informed capacity-building interventions is therefore essential to sustain high-quality instruction. These findings served as the basis for proposing a strategic intervention plan to further enhance instructional supervision practices and improve the work performance of school heads and teachers through systematic and supportive supervision. Keywords — instructional supervision, teacher performance, school leadership, LAC sessions, differentiated instruction