International Journal For Multidisciplinary Research

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School Heads’ Instructional Supervision and Its Influence to Teachers’ Professional Development and Productivity

Author(s) JUNE VINCENT C. CORPES
Country Philippines
Abstract This study determined the school heads’ instructional supervision and its influence to teachers’ professional development and productivity in the Schools Division of Antique, Philippines for the School Year 2024-2025. The respondents were 240 randomly selected secondary school teachers from central schools districts in the Schools Division of Antique. Data were gathered using questionnaire on school heads’ instructional supervision, teachers’ professional development and productivity adopted by the researcher and duly validated and reliability tested. The dependent variables were school heads’ instructional supervision, teachers’ professional development and productivity while the independent variables were educational attainment, position, length of service, grade level taught and school size. Statistical tools used were frequency, percentage, Mann-Whitney U Test, Kruskal-Wallis H Test and multiple regression analysis. Findings revealed that the extent of school heads’ instructional supervision as assessed by the respondents was “very great” while the level teachers’ professional development and productivity were “very high” when taken as a whole and when classified according to educational attainment, position, length of service, grade level taught and school size. Moreover, no significant differences were noted in the extent of school heads’ instructional supervision in the areas of curriculum enhancement, career enhancement, and monitoring and evaluation as assessed by the respondents when classified according to educational attainment, position, length of service and school size while significant differences were noted when classified according to grade level taught. No significant difference were found in the level of teachers’ professional development in the areas of pedagogical skills, reflective practice, and interpersonal skills when classified according to educational attainment, position, length of service, grade level taught and school size. Likewise, no significant differences were noted in the level of teachers’ productivity in the areas of learning environment, curriculum, and planning, assessing, and reporting when classified according to educational attainment, position, length of service and school size while significant differences were noted when classified according to grade level taught. Finally, teachers’ professional development and productivity were significantly influenced by school heads’ instructional supervision.
Keywords instructional supervision, professional development, productivity
Field Sociology > Education
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-08-22
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.80708
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