Instructional Supervision Practices and the Instructional Effectiveness of Public Elementary Teachers

This quantitative descriptive-correlational study investigated the influence of instructional supervision practices by school heads on the instructional effectiveness of public elementary school teachers in Tugbok A District, Division of Davao City. Grounded in the Clinical Supervision Model, the research aimed to evaluate the extent of supervision practices and explore their relationship with teacher performance, with gender and teaching experience as moderating variables. A total of 150 regular and permanent teachers with at least five years of teaching experience were selected using stratified random sampling. Results revealed that instructional supervision was rated at a very high level, particularly in the domain of Technical Support and Implementation, reflecting school heads’ consistent engagement in supporting instructional delivery. Correspondingly, teachers' instructional effectiveness also received very high ratings across all measured domains. Notably, while teaching experience did not significantly influence effectiveness, a statistically significant gender difference was observed in overall supervision ratings, with male teachers reporting slightly higher perceptions of effectiveness. These findings confirm the pivotal role of school heads in shaping the instructional landscape and promoting professional growth among educators. The study also suggests that differentiated, inclusive, and gender-responsive supervisory strategies may further optimize teaching outcomes across diverse teacher profiles.