School Head’s Instructional Supervisory Practices In Relation To the Performance of Teacher’s Delivery Of The Matatag Curriculum

AUTHOR(S)

CATHERINE G. VILLAMOR

ABSTRACT

— This study determined the significant relationship c. School Head’s Instructional Supervisory Practices in relation to the performance of Teacher’s Delivery of the MATATAG Curriculum in the selected Schools OF Division Office of Baybay City. A proposed Instructional Supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to look into the connection between the School Head’s Instructional Supervisory Practices in relation to the performance of Teacher’s Delivery of the MATATAG Curriculum. It is possible to evaluate both variables methodically thanks to this design, which facilitates the investigation of any potential correlations between them. This study aims to clarify the relationship between School Head’s Instructional Supervisory Practices in relation to the performance of Teacher’s Delivery of the MATATAG Curriculum. The Test of Relationship between the Extent of School Heads’ Instructional Supervisory Practices and Teachers’ Performance was conducted to determine whether a significant relationship exists between these two variables. The analysis used statistical methods to assess the strength and significance of this relationship, including measures of correlation and hypothesis testing. The results showed a very strong positive relationship between how school heads carry out instructional supervision and the performance levels of teachers. This led to the rejection of the null hypothesis, indicating that the connection between effective instructional supervision and teacher performance is statistically significant. The findings highlight that the quality and extent of instructional supervisory practices implemented by school heads strongly influence teacher performance. Effective supervision includes aspects such as guidance, monitoring, and support, which are essential to improving teaching practices. The results suggest that when school heads actively engage in these supervisory roles, teachers are more likely to perform better, ultimately benefiting the students’ learning experience. The result implies that the extent of instructional supervisory practices by school heads significantly impacts teacher effectiveness. This strong influence emphasizes the importance of enhancing supervisory strategies to support teachers, thereby fostering a more productive and successful teaching environment within schools. Keywords — School Head, Instructional Supervisory Practices, Performance, Teachers