SCHOOL HEADS’ PROFICIENCY IN INSTRUCTIONAL SUPERVISION AND TEACHERS’ INNOVATIVE WORK BEHAVIOR TOWARD JOB COMPETENCE

Educational Management

The study dealt to verify the school heads’ proficiency in instructional supervision and teachers’ innovative work behavior toward job competence in Matalam South District, Matalam, Cotabato. It specifically determined the level of school administrators’ proficiency in instructional supervision; the level of teachers’ innovative work behavior; and the level of teachers’ job competence. Further, it determined the significant relationship between the school heads’ instructional supervision and teachers’ job competence; the influence of school heads’ instructional supervision on the teachers’ job competence. Moreover, it determined the significant relationship between teachers’ innovative work behavior and job competence; the influence of teachers’ innovative work behavior on the job competence. This research utilized descriptive – correlation research design to analyze the gathered data from the 202 teacher-respondents through complete enumeration. The instruments used were adopted. Results of the reliability test using Cronbach’s Alpha had 0.770 on school heads’ proficiency, 0.941 on teachers’ innovative work behavior, and 0.934 on teachers’ job competence which meant that the instruments were highly reliable, respectively. Data gathering procedure using communication addressed to different school heads, and the statistical tools utilized mean. While in determining the relationship of the study, Pearson r was used, and the significant influence employed by multiple linear regression. School heads were highly proficient on performance evaluation and supervision knowledge, and they were proficient on administrative role. Teachers were highly proficient on championing, creativity, and implementation of new ideas. And they were excellent on attitude, innovative skills, and supervision knowledge. Only supervision knowledge had significant relationship with the excellent job of the teachers. Excellence was contributed by performance evaluation and supervision knowledge of the teachers. Teachers’ innovative work behavior and job competence were significantly related. Teachers’ innovative work behavior was contributed to teachers’ job competence.

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