Instructional Supervisory Practices and their Support of Teacher Performance: Basis for the Development of a Training Program

Abstract : This study focused on the instructional supervisory practices of school heads as a basis for the development of a training program. It aimed to identify the instructional supervisory practices employed by school heads; determine how these practices influence teachers’ performance and professional growth; and develop a training design that will lead to enhanced instructional supervision. The study employed a descriptive qualitative research design and utilized an interview guide for interviews with school heads and teachers. Data gathered was analyzed through reflexive thematic analysis to identify recurring patterns and themes. Findings revealed that instructional supervisory practices were evident but varied in implementation in all schools, resulting in differences in teacher performance and professional support. Effective practices identified included instructional monitoring, coaching, mentoring, classroom observation, and facilitation of professional learning activities, which contributed to teachers with positive impact, especially in instructional improvement and confidence. However, they lack continuous and organized professional development, which affects the effectiveness of instructional supervision. Based on the findings, researchers developed a training program entitled “Leading with Impact: Enhancing Instructional Supervision Practices for School Heads.” The study concluded that although school heads demonstrate commitment to instructional supervision, there is a strong need for a more systematic, organized, and sustainable approach to strengthen supervisory practices and improve teacher performance and instructional quality.