Instructional Supervision Strategies of School Head, Teachers’ Skills in Fostering Critical Thinking and Knowledge Application in the Classroom and Academic Performance of Grade 6 Learners

AUTHOR(S)

MARICHU D. PADUA

ABSTRACT

—This study evaluates the effective instructional supervision strategies of school head, teachers’ skills in fostering critical thinking and knowledge application in the classroom and academic performance of grade 6 learners. The study employed a descriptive-correlational research design utilizing a survey adapted and modified from the study of Alkrdem & Mofareh (2015) to assessed the school heads’ supervisory practices that were implemented in conducting the instructional supervision to teachers such as resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader and the level of teachers’ skills in fostering critical thinking and knowledge application in the classroom. Further, the researcher gathered the rating of the learners in quarter 4 for all learning areas. The research results affirm the presence of a significant relationship between instructional supervision strategies of school head, the skills of teachers in fostering critical thinking and knowledge application in the classroom and level of academic performance of grade 6 learners. The findings highlight that effective instructional supervision practices significantly enhance teachers’ skills, which, in turn, positively influence learners’ academic performance. The consistently high ratings in the various dimensions of instructional supervision, teachers’ skills, and classroom practices, along with the very strong and strong correlations found, underscore the crucial role of school leaders in providing consistent guidance, resource management, and professional support to teachers. Accordingly, strengthening instructional supervision systems, fostering continuous teacher development, and providing adequate administrative support are essential in improving the quality of instruction and raising learners’ academic achievement. Equally important is addressing areas such as teacher confidence, anxiety reduction, and sustained professional growth to ensure that both teachers and learners fully benefit from these interventions. Keywords — Instructional Supervision Strategies, School Head, Teachers’ Skills, Fostering Critical Thinking, Knowledge Application, Classroom, Academic Performance, Grade 6 Learners