Manuscript Details - IJARW3170

ManuScript Details
Paper Id: IJARW3170
Title: SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 8 Issue 1
Pages: 9
Published On: 7/31/2026 2:05:00 AM      (MM/dd/yyyy)
Main Author Details
Name: ELEONOR A. VILLAMOR
Institute: DEPARTMENT OF EDUCATION
Co - Author Details
Author Name Author Institute
Abstract
Research Area: Education
KeyWord: Instructional supervision, teachers' performance, educational leadership, public high schools, professional development, classroom observations
Abstract: This study investigates the impact of school administrators' contextualized instructional supervision on teachers' performance in public high schools within the Don Carlos III District. Utilizing a descriptive correlational research design, data were collected from 70 secondary teachers through structured questionnaires that assessed their perceptions of instructional supervision and self-reported performance. The findings reveal that the overall level of instructional supervision is perceived as effective, with a mean score of 4.40, indicating strong agreement among teachers regarding the support received from administrators. This supervision encompasses clear communication of expectations and constructive feedback, essential for fostering professional growth. Teachers’ performance, evaluated with a mean score of 4.45, is categorized as very satisfactory, suggesting that educators feel confident in their abilities to meet professional expectations. Notably, the highest-rated performance indicator is maintaining a conducive learning environment, while areas requiring improvement include interventions for at-risk students. A significant positive correlation (Pearson correlation coefficient of 0.421, p = 0.001) between instructional supervision and teachers' performance underscores the importance of effective supervisory practices in enhancing educational outcomes. The study concludes with recommendations for improving communication, increasing classroom observations, and providing targeted support for at-risk students, ultimately aiming to foster a more effective educational environment.
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IEEE
ELEONOR A. VILLAMOR, "SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE", International Journal Of All Research Writings, vol. 8, no. 1, pp. 162-170, 2026.
MLA ELEONOR A. VILLAMOR "SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE." International Journal Of All Research Writings, vol 8, no. 1, 2026, pp. 162-170.
APA ELEONOR A. VILLAMOR (2026). SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE. International Journal Of All Research Writings, 8(1), 162-170.
SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE
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SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE

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