E-Supervision of School Heads in Department of Education (DepEd) and School’s Performance in Continuing Normal

Aim: This study aimed to assess the extent of e-supervision and its influence on school performance in the continuing normal, specifically in the Lutayan II District, Sultan Kudarat Division, during the 2022-2023 school year.Methodology: A quantitative approach was employed, utilizing both descriptive and correlational research designs.The study involved 10 school heads and 154 teachers as respondents.Data were collected through survey questionnaires and described the different dimensions of e-supervision (health, financial, organizational, and instructional) and corresponding school performance indicators (graduation rates, discipline referrals, teacher satisfaction, attendance rates, and student achievement).Statisitcal tools were used such as mean and standard deviation, Pearson r, and ranking.Results: Health supervision via e-supervision was highly evident.Financial, organizational, and instructional supervision were rated as satisfactorily evident.School performance was evaluated as outstanding in terms of graduation rates and discipline referrals.Teacher satisfaction, attendance rates, and student achievement were rated as very satisfactory.A Pearson r correlation revealed a small but statistically significant positive relationship between the extent of e-supervision and school performance.Challenges encountered included communication barriers, limited digital literacy, confidentiality concerns, and supervision quality issues. Conclusion:The findings highlight the essential role of e-supervision in maintaining and improving school performance in the post-pandemic educational setting.Despite facing challenges, the positive relationship between e-supervision and school performance emphasizes the need to enhance and support effective digital supervision practices to ensure sustained educational success in the continuing normal.