• Mary Ann C. Magdale
• Roie M. Ubayubay

ABSTRACT To guarantee the entire success of the teaching-learning process, instructional supervision is essential to raising the caliber of instruction. This study determines the relationships between supervisors’ instructional supervision practices and school heads’ performance. Five significant goals were addressed in this study; 1) determine the respondents’ characteristics. 2) identify the level of the implementation of the supervisors on instructional supervisory practices as perceived by the respondents. 3) assess the respondents’ performance. 4) find the effect of supervisors’ instructional supervisory practices on their performance. 5) test the significant difference between the school head’s performance and each of their characteristics. There were 327 respondents involved in the study using adapted and modified questionnaires. The study used purposive sampling to select respondents; analyzed their profiles using descriptive statistics, and used Anova and Pearson r to show significant relationships. Frequency and percentage were used to interpret in-depth interviews. Results showed that the respondents' attitudes regarding instructional supervision have a significant impact on how it is implemented. The respondents’ experience and attitude towards instructional supervisory practice correlate with their performance in instructional supervision, while age, position, highest educational attainment, and related training and seminars attended showed no effect on the respondents’ performance. Attitude towards instructional supervisory practices, experience, and related training and seminars can greatly affect the implementation of instructional supervision in schools, while age, position, and highest educational attainment do not directly relate to instructional supervision. It is therefore concluded that instructional supervision is crucial in education, fostering a positive learning environment, fostering teacher development, and improving teacher and learner outcomes. School leaders emphasize its importance in delivering quality education and enhancing teaching proficiency. It is recommended that school heads institutionalize the preparation of instructional supervisory plans, conduct instructional supervision using appropriate strategies, and provide timely, accurate, and specific feedback to school heads and improve teachers' performances.

Instructional Supervisory Practices, School Heads Performance

"INSTRUCTIONAL SUPERVISORY PRACTICES AND SCHOOL HEADS’ PERFORMANCE: BASIS FOR INSTRUCTIONAL DEVELOPMENT PLAN", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 8, page no.e56-e95, August-2024, Available :http://www.jetir.org/papers/JETIR2408407.pdf

"INSTRUCTIONAL SUPERVISORY PRACTICES AND SCHOOL HEADS’ PERFORMANCE: BASIS FOR INSTRUCTIONAL DEVELOPMENT PLAN", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 8, page no. ppe56-e95, August-2024, Available at : http://www.jetir.org/papers/JETIR2408407.pdf