AN EVALUATION OF SUPERVISORY APPROACHES TO IMPROVE ELEMENTARY EDUCATION IN GEOGRAPHICALLY DISADVANTAGED MOUNTAINOUS ZONES

This study examined the supervisory approaches of the Department of Education (DepEd) in geographically disadvantaged mountainous elementary schools, assessing their effectiveness in enhancing teaching quality and learner outcomes. Forty-four respondents—comprising four elementary school supervisors, eight school heads, and thirty-two teachers—participated. Quantitative data were analyzed using descriptive statistics (frequency counts, percentages, means, and standard deviations) to describe respondent profiles, supervisory practices, and their rated effectiveness. Inferential tests, including ANOVA and t-tests, determined differences in perceptions based on respondent profiles and school characteristics. Qualitative insights from interviews and focus group discussions underwent thematic analysis to provide deeper context and triangulation. Findings revealed significant challenges to supervision, including difficult terrain, limited resources, and irregular school visits. Despite these barriers, adaptive strategies such as flexible scheduling, digital communication tools, and coordination with community leaders supported continuous oversight. Supervisors emphasized mentoring, professional guidance, and collaborative problem-solving rather than strict compliance monitoring, underscoring a developmental approach to supervision. Community involvement, particularly the participation of local leaders and parents, helped address geographic barriers and strengthened school support. Effectiveness ratings were high for enhanced teacher competence (M = 4.32) and capacity-building initiatives (M = 4.25), confirming that mentoring and professional development improve instructional strategies and classroom engagement. Context-sensitive strategies also scored well (M = 4.05), while inconsistent implementation received moderate ratings (M = 3.21). ANOVA results indicated no significant differences among respondent groups (F = 2.31, p = 0.095) or school locations (F = 1.87, p = 0.134), suggesting broad agreement on supervisory strengths and needed improvements. A supervisory enhancement plan was proposed, highlighting strengthened mentoring, localized training, flexible schedules, digital monitoring, and community partnerships to improve supervision in remote schools.