Personal Qualities and Supervisory Performance of Elementary School Administrators

In an increasingly complex educational environment, effective school leadership depends not only on managerial competence but also on the personal qualities that shape administrators' supervisory performance and contribute to the quality of education. This study determined the relationship between the personal qualities and supervisory performance of elementary school administrators in the selected public elementary schools of Baroy District, Division of Lanao del Norte, during the School Year 2024–2025. Specifically, it assessed the administrators' personal qualities in terms of emotional stability, consideration, leadership, sociability, and flexibility, evaluated their supervisory performance in providing supervisory leadership, improving the teaching-learning situation, and improving the manner of evaluating performance, and examined the significant relationship between the two variables. The study employed a descriptive-correlational research design involving selected elementary school teachers as respondents. Data were gathered using a researcher-made questionnaire and analyzed through weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient (Pearson r). Results revealed that the administrators demonstrated a Very High level of personal qualities and supervisory performance. Leadership emerged as the highest-rated personal quality, while providing supervisory leadership obtained the highest rating among the supervisory performance dimensions. Furthermore, a significant positive relationship was found between personal qualities and supervisory performance, leading to the rejection of the null hypothesis. The study concludes that desirable personal qualities are significantly associated with effective supervisory performance, highlighting their importance in fostering teacher development, instructional improvement, and effective school leadership. The findings may serve as a valuable reference for elementary school administrators, educational leaders, the Department of Education, and future researchers in strengthening leadership practices and supervisory effectiveness.