ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the qualities of school heads and teachers, their supervisory practices, and teaching performance in the Almagro District. Findings revealed that various groups of school heads, predominantly female, experienced, and highly educated, emphasized professional development. Teachers exhibited varied age distribution, with most being female and married, engaging in professional development and holding advanced degrees. School heads displayed strong efficiency in supervision, especially in strategic leadership and relationshipbuilding. Teachers demonstrated positive performance, outshining in community linkages and content knowledge but seeking enhancement in the learning environment and curriculum planning. The study found a lack of meaningful connection between school heads’ characteristics and their supervisory practices. However, years of teaching service notably influenced teaching performance, decreasing with more years of service. While a moderate positive relationship between supervisory practices and teaching performance was observed, it was not statistically significant. Demographics like age, experience, position, education, and training influenced supervisory practices, while teachers’ profiles impacted teaching performance. Recommendations embrace developing a Technical Assistance Plan, organizing workshops, fostering engagement in training programs, implementing regular assessments, promoting collaboration, and providing continuous professional development. These proposals aim to improve supervisory practices and teaching performance in the district, promoting a culture of improvement and excellence. Keywords — School Heads’ Supervisory Practices, Teachers’ Teaching Performance, Collaboration, Assessment