The Relationship among Instructional Supervision, Professional Development, and Performance of Public Secondary School Administrators in The Five Selected City School Divisions in Calabarzon Region

Abstract

INTRODUCTION

The effectiveness of supervision in facilitating instruction of school administrators can reinforce and enhance teaching practices that will contribute to the improvement of student learning. This connotes that providing instructional supervision is an important role of school administrators.

This paper sought to determine the relationship among instructional supervision, professional development, and performance of public secondary school administrators in the five city school divisions in CALABARZON Region

METHODS

The descriptive method of research was employed in conducting this study which involved the gathering of essential data and information which tested the hypotheses and answered the questions concerning the present study. Purposive sampling was used in the selection of the respondents, 814 school administrators and teachers were utilized. The data were analyzed using descriptive statistics, correlation and regression analysis.

RESULTS

The findings showed that the school administrators are performing outstandingly in terms of their occupational competence, professional and personal characteristics. With regards to instructional supervision and professional development, the study found out that there was a significant relationship between and among school administrator's performance, instructional supervision and professional development with an obtained computed (r=.792**, p<0.000), which is less than alpha 0.05 level of significance. Likewise, instructional supervision adopted by school heads was perceived as the strongest predictor of professional development and performance.

DISCUSSIONS

Findings revealed that the respondents strongly agreed that the public secondary administrators are performing their task and duties as indicated in instructional supervision and professional development. This means that school administrators are observing demographic supervision, collegiality and collaboration, ethical teaching, inquiry and reflective, diversity of teachers and learners, formative teacher evaluation and curriculum supervision. This study concludes that to sustain the instructional supervision, professional development and performance of the school administrators they should not stop finding ways in enhancing their good qualities of leadership in governance to improve the teachers' productivity and students' academic performance.