MASTER TEACHERS' INSTRUCTIONAL SUPERVISORY SKILLS AND TEACHERS PERFORMANCE: BASIS FOR SCHOOL SUPERVISORY PLAN

The Theory of Supervisory Impact on Teaching Excellence is established in this study as it posits that consistent and effective instructional supervision by Master Teachers (MTs) is fundamental in enhancing teaching performance. This study delved into the MTs instructional supervisory skills and teacher performance as basis for a school supervisory plan. Particularly, it investigated the teachers’ demographic characteristics, the MT’s level of supervisory skills, the teachers’ teaching performance, and the significant relationship and significant difference of the variables. The study utilized a quantitative research design, particularly descriptive correlational method. Through the use of Slovin’s formula, the study included the 529 Master Teachers and Teachers from both elementary and secondary schools as the research respondents. The questionnaire was adopted, while other parts were adapted and modified. In analyzing the data gathered, the study used both descriptive and inferential statistics such as frequency, percentage, mean, standard deviation, and Pearson (r) correlation as statistical tools. The findings of the study revealed that teachers are mostly female, have earned units in Masters, have been in the service for 6-10 years, do not belong to any of the seven tribes of Bukidnon, and have a positive attitude towards instructional supervision. The Master Teachers’ instructional supervisory skills are excellent, while the teachers’ teaching performance is outstanding. Meanwhile, the correlation analysis showed a positive significant correlation between Master Teachers’ instructional supervisory skills and the teachers’ teaching performance. The regression results showed no significant difference in the teachers’ teaching performance when they were grouped according to sex and ethnicity but showed significant difference when grouped according to highest educational attainment, teaching experience, and attitude towards instructional supervision Finally, the study proposed a school supervisory plan that was designed based on the teachers’ lowest indicators in their teaching performance. As a conclusion, this study found that Master Teachers’ instructional supervisory skills impacts teachers’ performance, hence, recommends the adoption and implementation of the school instructional supervisory plan.