School Heads’ Instructional Supervisory Practices and the Performance of Teachers in the South District, Schools Division of Dipolog City
DOI:
https://doi.org/10.65150/EP-jmrr/V2E10/2026-02Keywords:
instructional supervision, instructional leadership, school heads, teacher performance, IPCRF, South DistrictAbstract
This study aimed to determine the influence of school heads’ instructional supervisory practices on teachers’ performance in the South District, Schools Division of Dipolog City, during School Year 2025–2026. It employed a descriptive-correlational research design involving 151 teacher-respondents from schools across the district. Data were analyzed using the weighted mean, standard deviation, and Spearman rank-order correlation at the 0.05 level of significance. Findings revealed that school heads’ instructional supervisory practices were Very Extensive/Always Evident. Among the dimensions, Learning Facilitator and School Leader obtained the highest mean ratings. Teachers’ performance, based on their Individual Performance Commitment and Review Form (IPCRF) ratings, was generally Very Satisfactory. The relationship between school heads’ instructional supervisory practices and teachers’ performance was small and positive but not statistically significant. Thus, although school heads consistently demonstrated extensive instructional supervisory practices and teachers generally exhibited high levels of performance, the supervisory practices were not significantly associated with variations in teachers’ IPCRF ratings. The study recommends strengthening instructional coaching and mentoring, professional learning communities, differentiated supervision, and IPCRF-based professional development planning. Future studies may examine other individual, organizational, and contextual factors that could explain variations in teachers’ performance.
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Copyright (c) 2026 Ronald Gomongkig Mandas, MAE, Leo C. Naparota, PhD (Author)
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