School Head’s Administrative and Supervisory Skills Towards Teachers' Performance and Academic Performance of Grade 8 Learners

AUTHOR(S)

MARIA MAE A. ANDOY

ABSTRACT

— This study determined the significant relationship between the School Head’s Administrative & supervisory skills, teachers performance and academic performance of Grade 8 Learners. A proposed instructional supervisory plan was formulated based on the result of the study. This study employed the descriptive-correlational research design in describing the domains of the Competency-based Standards. The level of their competence was determined by looking into the Administrative and supervisory Skills specifically the seven (7) essential and significant domains which were one of the bases of evaluation and monitoring during instructional supervision. The said domains were as follows: School Leadership, Instructional Leadership, Creating a Student Centered Learning Climate, Human Resource Management and Professional Development, Parent and Involvement and Community Partnership, School Management and Operation, Personal and Professional Attributes and Interpersonal Effectiveness in relation to the performance of teachers and learners literacy performance. The test of relationship which examines the statistical correlation between two sets of variables: (1) Administrative and Supervisory Skills of school heads and the IPCRF (Individual Performance Commitment and Review Form) of teachers, and (2) the IPCRF of teachers and the Academic Performance of learners. The table includes the Pearson correlation coefficient (r), computed t-values, the table value at a 0.05 significance level, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. The primary objective of this table is to determine the degree to which administrative competencies and teacher performance influence academic outcomes. The results show that the correlation between Administrative and Supervisory Skills and the IPCRF of teachers is very strong. The computed t-value is significantly higher than the critical table value, leading to the rejection of the null hypothesis. This confirms that effective administrative and supervisory practices have a substantial positive impact on teacher performance. It suggests that when school heads exercise strong leadership, provide feedback, promote professional development, and manage schools efficiently, teachers perform better in their roles, as reflected in their IPCRF ratings. On the other hand, the correlation between IPCRF of teachers and Academic Performance of learners is weak, yet statistically significant since the computed t-value still exceeds the table value. This means that while there is a connection between teacher performance and student achievement, the strength of the relationship is relatively low. This result implies that other variables—such as learner motivation, parental involvement, socio-economic factors, or curriculum quality—might be influencing academic performance beyond what can be measured through teacher performance alone. The implications of these findings highlight the critical role of school administrators in shaping teacher effectiveness, which in turn, although indirectly, influences student outcomes. Strengthening administrative competencies should be prioritized in professional development programs. However, to improve academic achievement significantly, a more holistic approach is necessary—one that includes learner support, parental involvement, and enriched learning environments alongside teacher performance monitoring. Keywords — School head, Administrative and Supervisory Skills, Performance, Teachers, Students