Supervisory Practices of School Heads and Their Relationship to Teachers’ Instructional Performance in the Division of Tangub City

Effective school leadership plays a critical role in shaping teachers’ instructional performance and overall educational quality. This study examined the relationship between the supervisory practices of school heads and the instructional performance of teachers in the Division of Tangub City using a descriptive-correlational research design. The research aimed to describe the levels of supervisory practices and instructional performance and determine the strength of their relationship. The study was conducted in selected public elementary and secondary schools, with 103 teachers as respondents, chosen through stratified random sampling to ensure proportional representation. Data were collected using a researcher-made structured questionnaire covering supervisory practices (observation, feedback, mentoring, monitoring) and teachers’ instructional performance (planning, teaching, management, assessment). Responses were analyzed using weighted mean, standard deviation, and Pearson r correlation coefficient. Findings revealed that teachers generally perceive the supervisory practices of their school heads positively, with monitoring rated Very High and observation, feedback, and mentoring rated High. Teachers’ instructional performance was also found to be High overall, with planning and management rated Very High. Results further indicated a strong and statistically significant positive relationship between the supervisory practices of school heads and teachers’ instructional performance, suggesting that effective supervision enhances lesson planning, teaching delivery, classroom management, and assessment practices. The study concludes that the quality and consistency of school leadership directly influence instructional effectiveness and professional growth. These findings underscore the importance of structured and supportive supervisory practices in improving educational outcomes and teacher performance.