Leadership Styles and Level of Competence in The Supervision of Instruction of School Headsand Their Relationship to Performance of Teachers in The Public Secondary Schools in The Division of Quezon

Abstract

INTRODUCTION

The school heads as stated RA No. 9155 Sec 1.2.2 must be competent in the supervision of instruction. They could influence the teacher's achievement of the educational goal because through their leadership and competence in the supervision of instruction, the teachers may grow resulting in new standards, methods, and professional development towards quality teaching and learning.

METHODS

The researcher utilized a descriptive survey, descriptive-evaluative, and descriptive-correlational methods of research. They are the specific methods of descriptive research which are found appropriate for the completion of this study. The statistical treatment of the data includes the percentage distribution, weighted mean, and Pearson Chi-Square.

RESULTS

The Secondary School Headspersonal profiles in the Division of Quezon make them fit and competent for the position.The school heads' leadership styles were mostly "frequently true" on participative and delegative styles while occasionally true on Authoritarian leadership. It is perceived by Teachers Respondents that their school heads are highly competent on all the level competence in instruction. Majority of respondents have performance rating of very satisfactory rating on their Individual Performance Commitment Review Form for SY 2015-2016; Except on the civil status and number of relevant training attended by the school heads, the leadership have no influence the secondary school heads. The age and other personal profile of the school heads have no influence on the other level of competence in the supervision of instruction. There is no sufficient evidence that the school head's leadership style influences the teacher's performance. Except for Ethical Teaching and Diversity of Teachers and Learners, all aspects of the level of competence in the supervision of instruction have no influence on the teachers' performance

DISCUSSIONS

There should be regular monitoring and evaluation of school heads' competence in the supervision of instruction through the Education Program Supervisors of the Curriculum and Implementation Division (CID) using the instrument of Instructional supervision: Standards, Procedures, and Tools (BESRA). The School Governance Operations Division (SGOD) may assist the CID to get feedback from the school community on the authentic performance of the school heads. Include comprehensive approaches and strategies ensuring good working relationship and skills on leadership