Instructional Supervision and Teachers Job Performance: Insights from Academic Heads

This study explored the lived experiences of academic heads in conducting instructional supervision and its impact on teacher job performance in selected private universities and colleges in Calamba, Laguna. Utilizing a phenomenological research design, data were collected through semi-structured interviews with eight academic heads from four higher education institutions to gain a deeper understanding of their supervisory practices, challenges, and strategies for improving instructional quality. The findings revealed that instructional supervision is perceived as a continuous and developmental process that enhances teacher effectiveness through mentoring, coaching, and constructive feedback. Academic leaders highlighted the role of professional learning communities in enhancing teaching strategies, promoting collaboration, and supporting educators in their professional development. Moreover, the study emphasized the importance of adaptive leadership—balancing structured supervision with flexibility to accommodate diverse teaching styles and faculty needs. It also underscored the significance of continuous professional development and open communication in cultivating a culture of excellence, innovation, and sustained instructional improvement.