Data-driven School Leadership and Instructional Supervision Practices as Predictors of Teachers Professional Performance in Public Elementary Schools

CEFRENITO F ESCALANTE; ARLENE D DANO

doi:10.36948/ijfmr.2026.v08i04.83448

Data-driven School Leadership and Instructional Supervision Practices as Predictors of Teachers Professional Performance in Public Elementary Schools

Author(s)	Mr. CEFRENITO F ESCALANTE, Ms. ARLENE D DANO
Country	Philippines
Abstract	This study examined the influence of data-driven school leadership and instructional supervision practices on teachers’ professional performance in selected public elementary schools in Sierra Bullones District, Bohol Province during the School Year 2025–2026. Employing a descriptive-correlational research design, the study involved 70 respondents, including school heads, teachers, and instructional supervisors, selected through universal sampling. Data were collected using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, Pearson r, t-test, and ANOVA at a 0.05 level of significance. Findings revealed that data-driven school leadership (Grand Mean = 4.02) and instructional supervision practices (Grand Mean = 4.07) were both “often implemented.” Teachers’ professional performance was rated “high” (Grand Mean = 4.19), with instructional effectiveness obtaining the highest rating. Correlation analysis showed a significant moderate positive relationship between data-driven leadership and teacher performance (r = 0.62, p < 0.05) and between instructional supervision and teacher performance (r = 0.68, p < 0.05), indicating that both variables significantly influence teaching effectiveness. No significant differences were found when grouped by school size; however, significant differences were observed based on resource availability, highlighting its impact on implementation. Major challenges identified included heavy teaching workload, limited ICT resources, lack of training in data-driven decision-making, and insufficient instructional supervision time. The study concludes that effective leadership and supervision practices enhance teacher performance, but their full potential is constrained by systemic limitations. It recommends strengthening capacity-building programs, improving resource allocation, enhancing monitoring systems, and promoting collaborative practices to optimize instructional outcomes.
Keywords	Data-driven leadership, instructional supervision, teacher professional performance, public elementary schools, educational management, Philippines, DepEd, data-based decision-making
Field	Sociology > Education
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-07-12
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.83448

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Data-driven School Leadership and Instructional Supervision Practices as Predictors of Teachers Professional Performance in Public Elementary Schools

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