Secondary School Teachers’ Instructional Supervision and Professional Engagement and Students’ Academic Performance in the Schools Division of Zambales

Instructional supervision aimed towards the engagement of learning. This study focused in assessing teachers’ instructional supervision and professional engagement in relation to students’ academic performance in the Schools Division of Zambales. The study used survey questionnaire as a research tool and developed the JEDE model to further increase students’ academic performance. The findings revealed that the teacher-respondents and school head-respondents reported that instructional supervision is highly utilized in teaching. The teacher-respondents and school head-respondents reported that teachers were highly engaged in their professional engagement. The Grade 10 students were rated very satisfactory in their academic performance. There was significant difference in teachers’ instructional supervision as described by teachers themselves and by their school heads. There was significant difference in teachers’ professional engagement as described by teachers themselves and by their school heads. There was significant relationship between teachers’ instructional supervision and the level of students’ academic performance. There was a significant relationship between teachers’ professional engagement and the level of students’ academic performance. The JEDE instructional supervision model was conceptualized showing the relationship of teachers’ instructional supervision and professional engagement to the level of students’ academic performance. Teachers are encouraged to further develop their instructional supervision through professional engagement to further increase students’ academic performance. Teachers may consider to pay attention on varying professional engagement and partner to other agencies to further develop weak points.