Effect of Instructional Supervision on Teachers’ Teaching Performance in Public Elementary Schools
DOI:
https://doi.org/10.5281/zenodo.19510097Keywords:
instructional supervision, teaching performance, public elementary schools, classroom observation, teacher effectiveness, Minglanilla Central Elementary SchoolAbstract
This study explored the effect of instructional supervision on teachers’ teaching performance in public elementary schools, focusing on Minglanilla Central Elementary School. The research involved 30 public elementary school teachers as respondents and employed a descriptive-correlational design. Data were collected using a structured questionnaire that examined the level of instructional supervision practices and teachers’ teaching performance. Findings revealed that instructional supervision, particularly in classroom observation, feedback, and mentoring, was consistently practiced and positively perceived by teachers. Likewise, teachers demonstrated a high level of teaching performance in terms of lesson delivery, classroom management, and learner engagement. The results further indicated a significant relationship between instructional supervision and teaching performance, suggesting that effective and supportive supervision contributes to improved instructional practices. The study highlights the importance of strengthening supervision mechanisms to enhance teacher effectiveness and promote better learning outcomes among pupils.
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