Supervisory Competence of Administrators in Relation to Their Job Performance

Educational reform highlights the crucial role of school administrators in achieving quality education, as effective leadership directly influences teacher performance and school outcomes. Administrators are expected to demonstrate strong supervisory competence across academic management, resource management, and innovation to respond to the demands of educational change. This study examined the relationship between supervisory competence and job performance of school administrators in Oroquieta City District IV. The study employed a descriptive-correlational design. Respondents included 11 elementary school administrators and 129 teachers from all schools in Oroquieta City District IV during School Year 2012–2013. A researcher-made questionnaire was used to assess administrators’ supervisory competence, while job performance data were obtained using the DepEd Performance Appraisal System for School Administrators (PASSA). Data were analyzed using frequency count, weighted mean, t-test, and Pearson Product Moment Correlation at the 0.05 level of significance. Findings revealed that administrators’ supervisory competence in academic management, resource management, and innovation was rated as very satisfactory. Their job performance across key functional areas was likewise very satisfactory. No significant difference was found in perceived competence when administrators were grouped according to length of service and educational qualification. However, a significant difference was observed in job performance based on these variables. A significant relationship existed between supervisory competence and job performance. The results indicate that higher supervisory competence is associated with better job performance among school administrators. Strengthening leadership competence through continuous professional development is essential to sustain and further enhance administrative effectiveness and educational quality.