Instructional Supervision Practices and Efficacy of Teachers

Assessing and enhancing teachers' ability to deliver high-quality instruction significantly relies on the instructional supervision practices of school heads. The objective of this study was to determine the level of instructional supervision practices of school heads, the level of efficacy of teachers, the significant correlation between these variables and the specific instructional supervision practices that impact the efficacy of teachers among the four (4) schools of Impasugong I District, Division of Bukidnon for School Year 2023-2024. The study employed a descriptive correlational and causal design to one hundred seventeen (117) teachers. The data was collected using an adapted and modified questionnaire. The statistical tools used were mean, standard deviation, Pearson Product Moment Correlation Coefficient (r), and linear regression. The study revealed that respondents hold an excellent view of the school heads' instructional supervision practices, particularly those conducted on pre-observations. Additionally, it was demonstrated that these practices were Highly Effective in boosting teachers' confidence and effectiveness. A significant relationship exists between the school heads’ instructional supervision practices and efficacy of teachers, thus rejecting the null hypothesis and that pre-observation practices were most emphasized by school heads. Based on these findings, it is recommended to enhance post-observation practices by providing allocation of resources towards supporting teachers’ professional growth, and prioritizing pre- and post-observation practices to improve teacher effectiveness.