Extent of Teachers’ Manifestation Toward Instructional Supervision and Assistance from School Leaders: Its Relationship to Students’ Academic Success

This study examined the quality of instructional supervision and technical assistance provided by school administrators to secondary teachers in the Agusan del Sur Division, as well as their impact on student academic progress. A descriptive-correlational approach was used to collect data from 178 randomly selected teachers via a researcher-created survey, individual performance commitment and review (IPCRF) ratings, and student mean percentage scores. The statistical analyses were carried out using SPSS Version 29. The data found that instructional monitoring was widely employed, with classroom observations and professional development getting the most attention. Technical support was also very appreciated, particularly in terms of creating appropriate learning environments. However, mentorship, coaching, and feedback methods were identified as opportunities for growth. While the overall correlation between instructional supervision and technical assistance was not significant (r = 0.164, p = 0.756), specific practices, such as classroom observations (r = 0.274, p = 0.042), mentoring and coaching (r = 0.315, p = 0.029), professional development (r = 0.362, p = 0.015), and data-driven decision-making (r = 0.278, p = 0.045), had significant positive relationships with student academic performance. The overall connection between instructor and student performance was high (r = 0.432, p = 0.018). The findings underscore the need to increase mentorship, strengthen feedback mechanisms, and tailor assistance to teachers' developmental needs to improve educational outcomes.