Power Dynamics in Instructional Supervision: Experiences of  New School Principals

Author(s)	Ms. Mayette Lora Rigor Cruz
Country	Philippines
Abstract	This qualitative study explores the power dynamics embedded in instructional supervision as experienced by newly appointed school principals in the Philippine basic education system. Anchored within the context of the Department of Education (DepEd), the study investigates how novice principals negotiate authority, influence, and relationships with teachers while performing supervisory functions. Using interpretative phenomenological research design, data were collected through in-depth interviews with newly appointed principals in SDO Pagadian City. Findings reveal that power in instructional supervision is not merely positional but relational, shaped by experience, trust, resistance, and institutional expectations. Themes include negotiated authority, relational tensions, adaptive leadership strategies, and evolving professional identity. The study contributes to leadership discourse by highlighting the complex interplay of power and practice in instructional supervision and offers implications for leadership development and policy enhancement.
Keywords	instructional supervision, power dynamics, school leadership, interpretive phenomenology
Field	Sociology > Education
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-08-03
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.77354

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