ASSESSING THE SUPERVISORY PRACTICES OF PUBLIC SCHOOL HEADS AT MAIMBUNG DISTRICT-DIVISION OF SULU: TEACHERS’ PERSPECTIVES

Shermina Mannan; Masnona Asiri

doi:10.62596/bnf21s04

Authors

Shermina A. Mannan School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/bnf21s04

Keywords:

Instructional supervision, Professional Development, Leadership, Improvement, Interpersonal Relationship

Abstract

This study evaluated educators' perceptions of public school administrators' supervision practices in the Maimbung District, Sulu, using a descriptive-correlational design with a sample of 100 teachers selected through purposive sampling. It applied various statistical methods, including frequency analysis, weighted mean, standard deviation, Pearson's correlation, t-test, and ANOVA, to analyze the data. The demographic profile of respondents revealed that most were married females, aged 36 and above, holding bachelor’s degrees, and with a minimum teaching experience of 16 years. The findings indicated that teachers consistently rated the supervisory practices of administrators as "Always" effective across all assessed parameters. No specific demographic cohort of teachers exhibited a notably more favorable view of the administrators' practices. The study identified a significant correlation ranging from very high to low between various supervisory techniques—such as instructional supervision, professional development, interpersonal relationships, and administrative support—and the positive evaluations given by teachers. These outcomes align with the Instructional Leadership Theory proposed by Hallinger and Murphy (1985), which suggests that rigorous oversight by school leaders enhances pedagogical awareness and informs tailored professional development. Ultimately, the study underscores the importance of merging technical supervision with meaningful human interactions to empower teachers and promote a unified approach to school improvement.

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