Teachers’ Proficiency as Influenced by Instructional Supervision and Information and Communication Technology Integration in Public Elementary Schools

This study examined the impact of instructional supervision and ICT integration on teachers’ proficiency in public elementary schools in Region XI, using a quantitative correlational design with 400 teacher respondents. Findings revealed very high levels of instructional supervision, ICT integration, and teacher proficiency, with significant but low-degree correlations among them. While instructional supervision showed practical significance, ICT integration had limited practical application. The study recommends developmental and supportive supervision that promotes pedagogical excellence, ethical leadership, and technology use, emphasizing the need for a comprehensive, interconnected professional development framework to enhance educational effectiveness.