The Role of Instructional Supervision in Improving Student Outcomes in Multigrade School

AUTHOR(S)

HONEY JEAN Y. VALIDA

ABSTRACT

— This study determines the significant relationship between the instructional supervision skills of school head in terms of resource provider, instructional specialist, curriculum specialist, learning facilitator and school leader, and level of academic performance of multigrade students. The study employed a descriptive-correlational research design utilizing an adapted and modified survey from the study of Alkrdem & Mofareh (2015) and Godes & Dioso (2024) “School Head’s Instructional Supervisory Practices and the Performance of Teachers: A Correlational Study”. The questionnaire assessed the school heads’ instructional supervisory practices that were implemented in conducting classroom observation to teachers in terms of resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader. Similarly, the final grade of the students in all learning areas were gathered. There are one (1) school head, three (3) teachers and forty (40) multigrade students were involved in the study. The findings of the study revealed that the extent of instructional supervision skills of the school head, as perceived by the teachers, was outstanding across all key domains—resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader. Simultaneously, the academic performance of students in multigrade classes was found to be very satisfactory. More importantly, statistical analysis indicated a significant positive relationship between the level of instructional supervisory skills of the school head and the academic performance of the students. This suggests that effective instructional supervision—particularly when performed consistently and across multiple leadership dimensions—contributes meaningfully to enhancing student achievement in multigrade learning environments. Therefore, the study concludes that strong instructional supervision by school heads is a critical factor in promoting higher academic performance. This highlights the value of sustained leadership support, professional guidance, and curriculum facilitation in improving learner outcomes, especially in the complex context of multigrade education. Keywords — Instructional Supervision Skills, School Heads, Students’ Outcomes, Multigrade Schools