School Heads’ Instructional Supervision: Its Impact to Teachers’ Self-Efficacy

Building and maintaining a positive work environment requires careful attention to various aspects. This study investigated the impact of school heads' instructional supervision, focusing on delivery mode, teachers' activity monitoring, and assessment, on teachers' self-efficacy in both professional and social aspects. Using a correlational and causal design, the study analyzed responses from 146 teachers across four elementary schools in Cagayan de Oro. Descriptive statistics and Pearson’s Product Moment Correlation, along with Multiple Linear Regression analysis assessed the relationships and influence of instructional supervision on teachers’ self-efficacy. According to the survey, instructional monitoring was strongly practiced by all school heads. Teachers reported extremely high self-efficacy in both professional and social domains. The study discovered a moderately beneficial association between school heads' instructional supervision and teachers' self-efficacy levels. Regression analysis revealed that instructional supervision, especially delivery mode, is significantly explained as the most predictor in self-efficacy. The study suggests that consistent and improved supervision across all components assessment, teachers’ activity monitoring, and delivery mode can further enhance teachers’ self-efficacy and improve pupils’ learning. Recommendations include maintaining high-quality supervision, strengthening teachers’ self-efficacy, and enhancing the overall effectiveness of instructional supervision practices.