Instructional Supervision and Teachers' Professional Practices in Pio V. Corpus District, Masbate Province Division

The study examined the relationship between school heads’ instructional supervision and teachers’ professional practices. The findings revealed that instructional supervision practices are consistently implemented, ensuring that teachers receive adequate guidance, support, and performance assessment to enhance their professional growth and effectiveness in the classroom. These findings are significant in the Masbate Province Division context because instructional supervision can promote professional development for teachers to improve teaching and learning. In addition, it was also found that the teachers’ professional practices are at a strong consensus among respondents in terms of understanding teaching, learners, professional responsibilities, and school and community culture. Moreover, there is a significant difference in the extent of instructional supervision based on the school heads’ position and length of service; however, the highest educational attainment is insignificant. Furthermore, there is a significant difference in teachers’ professional practices when grouped and compared according to their profile of highest educational attainment, position, and length of service. Lastly, the relationship between the school heads instructional supervision and teachers’ professional practices is significant.