ManuScript Details
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Paper Id:
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IJARW3170
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Title:
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SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 8 Issue 1 |
| Pages: |
9
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| Published On: |
7/31/2026 2:05:00 AM (MM/dd/yyyy) |
Main Author Details
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Name:
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ELEONOR A. VILLAMOR |
| Institute: |
DEPARTMENT OF EDUCATION |
Co - Author Details
| Author Name |
Author Institute |
Abstract
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Research Area:
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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. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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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.
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MLA
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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.
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APA
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ELEONOR A. VILLAMOR (2026). SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE. International Journal Of All Research Writings,
8(1), 162-170.
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SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE
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SCHOOL ADMINISTRATORS CONTEXTUALIZED INSTRUCTIONAL SUPERVISION ON TEACHERS’ PERFORMANCE
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