School heads' supervision practices on the professional development engagement of public secondary school teachers

This study investigated the school heads supervision practices and their influence on the professional development engagement of public secondary school teachers in Sta. Elena District, Camarines Norte for SY 2024–2025. It focused on key supervisory practices—teacher evaluation, feedback, and coaching—and examined their relationship to teachers professional development, specifically in behavioral competencies such as ethical standards, classroom management, learner diversity, lifelong learning, and continuous professional growth. Employing a descriptive-correlational quantitative design, data were gathered from 209 teachers and 8 school heads using a structured survey and analyzed using Pearsons correlation. Results revealed that school heads generally demonstrate effective supervision, particularly through feedback and coaching, though gaps exist in evaluation clarity and individualized support. The extent of influence of supervision practices was high, indicating positive effects, yet areas like fairness and regularity of coaching need improvement. Teachers exhibited strong engagement in professional development but encountered challenges related to time management, workload, resource limitations, and the relevance of training programs. Significant positive correlations were found between supervisory practices, their extent of influence, and the level of teacher professional development engagement, affirming the pivotal role of effective supervision in teacher growth. To address the challenges, the study recommends targeted NEAP training for school heads, strategic collaborations with stakeholders, and program refinement focusing on core competencies. Moreover, support mechanisms such as flexible scheduling, increased funding, and the implementation of a proposed seminar-workshop on TEACHER are advocated to enhance sustained professional development.