Influence of Academic Supervisory Practices on Pupils’ Academic Achievement

Aim: This study aimed to determine the extent of academic supervision of the school heads and pupils' performance and the correlation between the variables.Methodology: A descriptive correlation research was conducted in the General MacArthur District to assess the academic supervision of school heads and its influence on pupils' academic achievement.A survey questionnaire was administered to school heads, teachers, and pupils, and data were analyzed using descriptive and inferential statistics. Results:Results showed that the level of the academic supervision of the school heads toward teachers yielded a total computed mean score of 4.47, rated as highly practiced.Notably, the study also revealed that the majority, or 33.15%, which is more than 1/3 of the pupil-respondents, obtained outstanding academic achievement during the administration of the examination provided by the researcher.Furthermore, as to the result of the correlation made to determine the level of correlation between and among school heads' academic supervision and learners' academic achievement, it was revealed that it obtained a negligible level of correlation and was indicated to be not significantly correlated.These were proven through the correlation index of 0.086 and p-value of 0.781, respectively.These findings support the study's null hypothesis, establishing a new finding. Conclusion:The majority of the school heads believe that they highly practice academic supervision for their teachers, which, according to DepEd Order No. 24, s. 2022 is one of the main functions of the school heads: to ensure that they provide appropriate supervisory strategies to monitor the delivery of teaching and learning processes.Additionally, an outstanding level of academic achievement was noted during the examination provided by the researcher, in line with the purpose of the study.Nevertheless, the study revealed that there is no significant relationship that exists between and among school heads' academic supervision and pupils' academic achievement.This means that school heads' heightened level of practice in the provision of academic supervision may not significantly or directly influence the performance of the pupils.However, these findings are limited to the perspective of the school heads alone; hence, further studies incorporating the views of other education stakeholders are recommended.