Internal Supervision and Teachers’ Effectiveness: Basis for Teacher Development and Instructional Enhancement

Internal supervision plays a vital role in enhancing teacher effectiveness through structured monitoring, feedback, and mentoring provided by school-based administrators. This study explores how internal supervision practices influence teachers' effectiveness in the South II District, Tubod, Division of Iligan City. A descriptive-correlational research design was employed involving 277 teachers and 27 school administrators. A researcher-made survey questionnaire was used to gather quantitative data, covering demographic profiles, internal supervision practices, and teacher effectiveness. Statistical tools used included the arithmetic mean for descriptive analysis and the Spearman rank-order correlation coefficient to determine relationships between variables. Findings reveal that the overall level of internal supervision was rated “High” (mean = 3.832), with “Standardization of Teaching Practices” as the highest-rated component. Similarly, teachers’ effectiveness was also rated “High” (mean = 4.064), with “Commitment to Educational Goals” leading among its components. However, statistical analysis showed no significant relationship between internal supervision and teacher effectiveness (r = 0.017, p = 0.922), indicating that while both are rated highly, they may not be directly correlated. The high ratings suggest that both internal supervision and teacher performance are well-practiced and effective within the district. The lack of significant correlation suggests that other factors—such as intrinsic motivation, peer collaboration, or institutional support—may play a more substantial role in determining teacher effectiveness. While internal supervision is positively perceived, it does not significantly predict teacher effectiveness, highlighting the need for broader developmental strategies.