World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.239-243
JACKILOU R. SULARTE
Mahayag, Placer, Masbate
IARA L. ANDAYA
Tinapian, Baleno, Masbate
ABSTRACT
This study examined teachers’ perceptions of school heads’ supervisory practices and their impact on teaching performance. Qualitative research was employed involving nine (9) teachers selected through purposive sampling from Amador-Bello High School. Data were collected using a self-developed, expert-validated questionnaire with open-ended questions and were analyzed through thematic analysis. The findings revealed that effective supervision positively influences teachers’ performance and professional growth. Key themes identified include support and mentorship, communication and feedback, professional development opportunities, accountability, and trust confidence, job satisfaction, and instructional effectiveness. The study concludes that supportive and constructive supervision plays a significant role in improving teaching performance. It is recommended that school heads strengthen mentoring, provide timely feedback, and promote continuous professional development.
Keywords: Supervision, teaching performance, school leadership, teachers’ perceptions
https://doi.org/10.65494/pinagpalapublishing.361
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