The Influence of School Climate and Stakeholders’ Engagement to the Teaching and Learning Supervision of School Leaders

Education

This study examined the relationship of school climate and stakeholder engagement to the teaching and learning supervision of school leaders as perceived by public school teachers in Loreto District, Division of Agusan del Sur. Specifically, the study aimed to determine the levels of teachers’ perceptions in terms of school climate dimensions rules, student support, student involvement, positive teaching, encouragement, student relations, student–teacher relations, educational climate, sense of belonging, and interpersonal justice , stakeholder engagement dimensions issue identification, prioritization, preparation, and communication, and the domains of teaching and learning supervision knowledge, interpersonal skills, and technical skills. It also explored whether school climate and stakeholder engagement significantly relate to, and predict, the effectiveness of teaching and learning supervision. Using a quantitative-correlational research design, survey data were collected from selected public school teachers using validated questionnaires. Results showed that teachers perceived a positive school climate and stakeholder engagement, alongside generally effective teaching and learning supervision. Significant relationships were found between both school climate and stakeholder engagement and the supervision of school leaders. Regression analysis revealed that student support, rules, and educational climate were significant predictors of effective supervision. Among the stakeholder engagement domains, issue identification and communication significantly predicted teaching and learning supervision. The findings underscore the importance of cultivating a positive school climate and enhancing stakeholder collaboration in strengthening instructional leadership. It is recommended that school leaders focus on inclusive, supportive, and well-communicated practices to elevate the quality of supervision and promote better teaching and learning outcomes.

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