THE ROLE OF INSTRUCTIONAL SUPERVISION IN IMPLEMENTING VIDEO-BASED LEARNING TO ENHANCE KINDERGARTEN ENGAGEMENT

This study explores the administrative and supervisory implications of using video presentations to enhance the attention of kindergarten learners during classroom instruction at Palali Elementary School, Sablan District, Benguet, for the academic year 2023–2024. Anchored in multimedia learning, cognitive load theory, and constructivist principles, the research utilizes a mixed-method approach, integrating structured classroom observations with interviews and video documentation. Results indicate a notable improvement in learner attention when video materials—especially those featuring action songs, culturally relevant visuals, and concise content—are integrated into lessons. However, factors such as language barriers, video duration, scheduling, and content familiarity affect learner comprehension and sustained engagement. Videos presented in English created challenges, highlighting the need for localized or translated content. Additional concerns include learners' limited attention spans and varying interests tied to multiple intelligences. The findings suggest that while videos are effective instructional tools, their success relies on proper supervisory support, teacher training, strategic planning, and post-viewing reinforcement. The study recommends that school administrators support the development of localized materials, ensure professional development in multimedia integration, and establish guidelines on effective video use. This research provides valuable insights for instructional leaders and supervisors aiming to enhance early childhood classroom engagement through evidence-based innovations.