School Heads' Administrative and Instructional Supervision Skills and Teachers' Performance

The study examined the relationship between school heads’ administrative skills, to each of the instructional supervision, and teachers’ performance in selected elementary and secondary schools. Respondents’ profile included sex, age, length of service, and plantilla position-revealed a diverse teaching workforce, with majority of female teachers and a balanced distribution across age and length of service. Using a descriptive-correlational design and a researcher-made questionnaire, the study assessed school heads’ competencies in budgeting and financial management, human resource management, and facilities management, all of which were rated at a high level by teacher-respondents. Instructional supervision, measured through curriculum implementation, curriculum management, and assessment of learning, was likewise rated highly. Comparative analyses showed that administrative and supervisory skills remained consistently strong when grouped by respondent variables. Teachers’ performance levels were also found to be high, with no significant differences observed when grouped by demographic variables. Statistical tests indicated no significant differences in school heads’ administrative or supervisory skills, nor in teachers’ performance, across the various profile groupings. However, a significant relationship was found between school heads’ administrative skills and teachers’ performance, as well as between instructional supervision and teachers’ performance. These findings highlight the crucial role of effective school leadership in fostering teacher success and suggest the need for ongoing professional development and strategic leadership practices to sustain high standards in educational management and instructional supervision.