Ascertaining School Heads Supervisory Strategies as Predictors of Teachers' Professional Development
DOI:
https://doi.org/10.67167/vertex.749Keywords:
directive strategies, collaborative strategies, non-directive strategies, professional development, pedagogical skills, career progression, S-STEP plan, descriptive-correlationalAbstract
This research examined school heads’ supervisory strategies as predictors of teachers’ professional development across selected public secondary schools in the Department of Education, Division of City of Bogo, specifically Libertad National High School, La Paz National High School, and Malingin National High School, during School Year 2025–2026. The study served as the basis for developing the Strategic Supervisory Trajectories for Empowered Professionalism (S-STEP) Plan. It utilized a quantitative descriptive-predictive and correlational research design and involved the total enumeration of 78 respondents, consisting of 3 school heads and 75 public school teachers. Data were collected through a researcher-constructed and expert-validated survey questionnaire and analyzed using frequency counts, percentages, weighted means, standard deviations, and Multiple Linear Regression Analysis. The findings showed that respondents were predominantly in their prime working years, female, married, highly educated, and equipped with advanced graduate units or degrees. They also demonstrated extensive professional experience and active participation in national training programs. School heads’ supervisory strategies were perceived at a high level, with collaborative strategies ranking highest, followed by non-directive and directive approaches. Teachers’ professional development was rated very high, particularly in pedagogical skills and career progression. Multiple linear regression analysis further revealed that school heads’ supervisory strategies significantly predicted teachers’ professional development, with collaborative, non-directive, and directive strategies emerging as significant predictors. These findings emphasize that intentional and differentiated instructional supervision contributes significantly to teacher excellence. Hence, the S-STEP Plan was developed as a comprehensive administrative roadmap to strengthen supervisory leadership, enhance pedagogical competence, and support teachers’ career progression.
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