EFFECTS OF INSTRUCTIONAL SUPERVISION SKILLS OF SCHOOL ADMINISTRATORS AND WORK ENVIRONMENT TO TEACHER PERFORMANCE: A CORRELATIONAL STUDY

Education

This study examined the effects of instructional supervision skills of school administrators and work environment to teacher’s performance of Bunawan District II teachers. Utilizing a descriptive-correlational research design, the study involved 137 teachers selected through a universal sampling method. Validated and adapted survey questionnaires were used to measure three key variables: instructional supervision skills of school administrators (preparation and planning, Observation and Assessing and Reporting of Learning Outcomes), work environment (physical work environment, psychological work environment, social work environment and Administrative work environment), and teachers performance (classroom observation teaching).Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis. Results revealed that school administrators generally demonstrated positive instructional supervision skills, teachers have often times supportive work environment and consolidating level of teachers’ performance. Significant negative correlations were found between instructional supervision skills of school administrators and teachers’ performance, as well as there is no correlation between work environment and teachers’ performance. However, regression analysis showed that instructional supervision skills of school administrators significantly predict the teacher’s performance while work environment is not a predictor of teachers’ performance. The findings suggest that strong instructional supervision skills of school administrator significantly enhance teacher performance, while the work environment alone has little direct impact. Therefore, fostering teacher’s growth, collaboration, and well-being through intrinsic, data-informed, and supportive strategies to enhance student’s development and overall school performance.

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