SUPERVISORY FEEDBACK AS AN INSTRUCTIONAL LEADERSHIP PRACTICE: ITS RELATIONSHIP WITH TEACHER CONFIDENCE AND CLASSROOM MANAGEMENT SKILLS

This quantitative descriptive-correlational study examined supervisory feedback as an instructional leadership practice and its relationship with teacher confidence and classroom management skills among public secondary school teachers in the District of Orion, Schools Division Office of Bataan, during School Year 2026–2027. Using stratified random sampling, 168 teachers were selected from a population of 208 across three schools. Data were collected through a validated researcher-adapted questionnaire using a four-point Likert scale. Weighted mean and standard deviation were used to describe supervisory feedback, teacher confidence, and classroom management skills, while Spearman’s rho tested relationships at the .05 level of significance. Results showed very high levels of supervisory feedback (M = 3.39, SD = 0.39), teacher confidence (M = 3.46, SD = 0.37), and classroom management skills (M = 3.47, SD = 0.36). Supervisory feedback had a strong, positive, and statistically significant relationship with teacher confidence (rₛ = .715, p < .001) and classroom management skills (rₛ = .713, p < .001). The findings indicate that clear, useful, timely, and continuous feedback is associated with stronger professional confidence and more effective classroom organization, behavior management, and student engagement. A leadership-driven mentoring and coaching plan is recommended to strengthen observation, conferencing, action planning, and follow-up support.