Instructional Supervision and Performance Appraisal of School Heads in Relation to Teachers' Professional Growth

Abstract

This study investigated the relationship between the instructional supervision practices and performance appraisal of school heads in relation to teachers’ professional growth in the division of Iligan City. A total of 150 teachers were selected through cluster sampling. The research employed a descriptive-correlational design. Researcher-made questionnaires were used to collect data. Statistical tools such as Mean, Standard Deviation, Pearson Product-Moment Correlation, and Stepwise Regression Analysis were utilized. Findings revealed that school heads consistently demonstrated outstanding in both the supervisory functions and  in performance appraisal, and teachers’ professional growth was categorized as highly proficient. Correlation results showed that all supervisory practices and appraisal dimensions positively influenced teacher growth, while regression analysis confirmed classroom observation and instructional leadership as the most significant predictors. The implication is that effective instructional supervision and leadership appraisal are critical in sustaining teachers’ professional growth and fostering continuous improvement in schools. The study recommends school division office (SDOs) Curriculum Implementation Division (CID) thru Education Program Supervisors (EPSs) and Public Schools District Supervisor (PSDSs) that classroom observation repositioned as a developmental practice, shifting emphasis away from compliance monitoring toward reflective feedback that enhances instructional improvement and empowers teachers.