Extent of Implementation of Traditional and Collaborative Supervision Models in Trinidad District

AUTHOR(S)

Criza S. Apale Rachelle Mae B. Danduan Aive P. Ayenza

ABSTRACT

—— This study explored the extent of implementation of both traditional and collaborative supervision models in the Trinidad District of the Department of Education (DepEd), Schools Division of Bohol during the School Year 2025–2026. Utilizing a quantitative descriptivecorrelational research design, the study analyzed data gathered through validated survey instruments administered to school administrators and teaching personnel. The findings revealed that the profiles of both school heads and teachers such as age, sex, civil status, educational attainment, designation, teaching experience, and training had no statistically significant relationship with their perceptions of supervision practices. Despite the insignificance of these demographic variables, the data showed that teachers perceived collaborative supervision as more effective in fostering professional growth, encouraging autonomy, and improving student performance compared to the more hierarchical and evaluative traditional model. Correlation analyses also indicated strong positive relationships between various indicators of collaborative supervision such as teacher participation, shared goal setting, professional development integration, and student performance impact. The study underscores the evolving role of school supervision from a control-focused approach to a more collegial and supportive framework that emphasizes teacher development, shared leadership, and continuous learning. Findings imply a need to shift supervisory practices toward more participatory and context-sensitive models that consider the dynamics of modern teaching and learning. Furthermore, the study proposes a localized hybrid supervision model that integrates the strengths of both traditional and collaborative approaches. This proposed model aims to address the unique needs of schools, particularly in fostering a supportive environment where teachers feel valued and empowered. It also reveals the need for policy reforms, professional development, and leadership training to ensure the effective implementation of inclusive and growth-oriented supervision practices. Keywords: Collaborative Supervision, Traditional Supervision, Teacher Development, Educational Leadership, Supervision Practices