Percieved Instructional Supervision of School Heads, Work-Life Balance of Teachers as Determinants of Their Commitment to Change

This study investigates to determine the instructional supervision and work-life balance as determinants of teacher commitment to change of secondary public high school teachers in the Mati Division of Davao Oriental. A total of 300 teachers participated through random sampling, with data collected via three research questionnaires. Using a non-experimental, quantitative, and descriptive correlational research design. Even though planning and preparation may be improved, the results show that students are quite satisfied with instructional supervision, especially when it comes to feedback and evaluation. Although it is still difficult for work to interfere with personal life, teachers reported a solid work-life balance that is backed by workplace performance and satisfaction. Work-life balance, teacher commitment to change, and instructional supervision were shown to be significantly correlated. This suggests that these elements are important for promoting adaptability and that resolving work-life issues could further enhance engagement. It is recommended that administrators should focus on enhancing planning and preparation in instructional supervision and addressing work-life conflicts to further support teachers’ flexibility and engagement that would eventually beneficial for teachers and students. Future researchers should explore additional factors influencing teacher commitment to change and develop strategies to strengthen the relationship between work-life balance and professional growth.