INSTRUCTIONAL SUPERVISION AND SCHOOL CLIMATE: A CORRELATIONAL STUDY

INSTRUCTIONAL SUPERVISION

This study investigated the relationship between instructional supervision and school climate in basic education institutions. Adopting a correlational research design, it sought to determine whether and how the quality and frequency of instructional supervision influence the overall school climate as perceived by elementary teachers. The participants consisted of 100 purposively selected teachers from various public elementary schools in La Paz, Agusan del Sur during the academic year 2025–2026. Data were collected using validated survey questionnaires that measured four key dimensions of instructional supervision: the concept and purpose of instructional supervision, planning and preparation, organization and implementation, and dialogue and discussion during post-instructional supervision. School climate, on the other hand, was assessed through three dimensions: deviant behavior, school well-being, and subjective unsafety. Findings revealed a significant positive correlation between effective instructional supervision and a favorable school climate. Schools where supervision was consistent, supportive, and constructive tended to display higher levels of collaboration, clearer communication, stronger teacher morale, and a more positive learning environment. Moreover, the data indicated that well-structured supervisory processes contributed to reducing deviant behaviors, fostering a sense of safety, and promoting overall well-being within the school community. The results emphasize the crucial role of instructional leaders particularly school heads and supervisors in shaping a positive school culture and enhancing educational outcomes. Strengthening supervision practices is presented as a strategic approach for fostering professional growth, improving teacher performance, and creating conducive learning environments. It is recommended that school leaders undergo continuous professional development and training to enhance their supervisory skills. By fostering a growth-oriented and supportive atmosphere, schools can improve both teaching quality and student learning experiences.

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