Relevance of Instructional Supervision to Teachers and School Heads‟ Performance

The ability of supervision in bringing enhancement in classroom practices and student achievement through the professional growth and improvement of teachers has been well documented and widely known. The study aimed to determine the relationship on the performance between the school heads and the teachers of Maasin District IV, School Year 2018-2019 as basis for an Instructional Supervision Program. The study used mixed method design and the respondents were the 5 school heads and 56 secondary teachers of District IV from the total population of 61. The study used two sets of survey questionnaire adopted from DepEd namely: the Office Performance Review Form (OPCR) for School Heads; and the Individual Performance Commitment and Review Form (IPCR) for teachers. A checklist was also utilized to identify the challenges of teachers and school heads. Findings revealed that school heads and teachers’ performance was at the Very Satisfactory level. The relationship is significantly related which implies that teachers’ performance are dependent of their school heads’ performance. Moreover, teachers viewed their school heads as better supervisors than how the school heads view their teachers’ performance. The school heads and teachers moderately disagree as to the administrative – cause problems and teacher – caused problems encountered during the classroom observation. The result of the study may provide an assessment on the effectivity on the conduct of the instructional supervision program of the schools division. This may also encourage the supervisors to think of other activities that will make the teachers and school administrators enjoy and learn the program.

Keywords –. challenges, instructional supervision, performance of teachers